Replies to Jesse Rothstein's replication and critique of Chetty, Friedman, and Rockoff's findings on teachers' long-term impacts.

Reports findings from a three-year evaluation of a widely available mathematics professional development program designed to build teachers' knowledge and elicit student thinking.

Evaluates MATCH Teacher Coaching among 59 New Orleans charter school teachers, finding coached teachers scored 0.59 standard deviations higher on effective teaching practices.

Investigates whether some teachers are differentially effective with English language learners, who must learn language and content simultaneously.

Finds that hiring teachers after the school year starts reduces student achievement, with late-hired math teachers remaining persistently less effective.

Purpose: New teacher evaluation systems have expanded the role of principals as instructional leaders, but little is known about principals’ ability to promote teacher development through the evaluation process.

Estimates the impact of MATCH Teacher Coaching across two cohorts, finding large effects in the first but none in the second as the coaching model changed.

Presents new evidence and a new modeling approach for estimating how teacher productivity grows with experience, showing how identifying assumptions can bias results.

Asks how much teachers vary in performance improvement during their first five years and how well initial performance predicts later effectiveness.

Draws on interviews with 95 teachers and administrators to examine how six high-poverty urban schools organize to help teachers cope with uncertainty.

Reports an experiment in which weekly one-sentence teacher-to-parent messages cut course failure in a high school credit recovery program by 41%.

Develops and compares multiple models for using longitudinal student achievement data to measure principal effectiveness.

Examines whether the academic ability of those entering teaching has risen since the turn of the century, as teacher accountability policies took hold.

Asks whether teachers who are effective with one group of students are equally effective with others, testing the consistency of value-added measures across subgroups.

Tests whether teacher value-added measures are biased, using previously unobserved parent characteristics and a quasi-experimental design based on staffing changes.

Uses records for over one million children to show that students assigned to high value-added teachers are more likely to attend college and earn more.

Examines a contested but little-studied policy, the involuntary transfer of teachers between schools, and its effects on schools, teachers, and students.

Analyzes how teacher labor markets sort the least skilled teachers to low-income, low-achieving, and non-white students, contributing to achievement gaps.

Observes that randomized trials of individual professional development programs have not revealed which program features work, and proposes a path forward for the field.

Argues value-added measures offer little guidance for individual teacher improvement but can inform decisions about programs, staffing, and incentives.

Explores whether measures of instructional practice predict teachers' value-added to student test score gains.

Documents changes between 1990 and 2010 in the education, compensation, and turnover of the early childhood care and education workforce across centers, homes, and schools.

Examines the dynamics of teacher performance in the first five years to inform pre-tenure decisions about investment and dismissal.

Argues that teacher observation instruments used in evaluation must be subject-specific, involve content experts, and give teachers accurate, useful information.

Reviews what is known about value-added measures for principal evaluation, including their imprecision and the differing logics on which they are built.