Finds that within the same school and grade, less experienced, minority, and female teachers are assigned lower-achieving students than their colleagues.

Reports a randomized field experiment showing that daily teacher-family communication during summer school immediately increased student engagement.

Uses grade-level turnover across 850,000 New York City student observations to estimate how teacher turnover affects fourth and fifth grade achievement.

Uses a survey of Milwaukee public school principals to examine whether school choice increases competitive pressure and how leaders respond to it.

Examines New York City's alternative certification programs with math immersion as a strategy for recruiting effective mathematics teachers.

Compares teacher performance on a mathematics assessment, in classroom instruction, and on student outcomes to test whether written assessments generalize to practice.

Documents how principals use schools serving many poor or low-achieving students as stepping stones to assignments they view as more desirable.

Uses value-added methods to examine whether effective schools systematically recruit, assign, develop, and retain more effective teachers.

Argues that classroom observation systems need clearer criteria and stronger development to serve teacher evaluation, development, and research purposes well.

Uses New York City data to assess the effectiveness and retention of teachers who switched from prior non-teaching careers.

Explores "tapping," the informal recruitment of teachers into school leadership, using survey and administrative data from Miami-Dade County Public Schools.

Combines surveys of principals, assistant principals, teachers, and parents with administrative data to identify which principal skills matter most for school outcomes.

Finds that teachers' perceptions of school administration have by far the greatest influence on teacher retention decisions in New York City.

Compares seniority-based teacher layoffs with layoffs based on measures of effectiveness, as districts confront cuts after the financial crisis.

Traces how prospective teachers' instructional explanations improve across a mathematics content and methods course sequence.

Uses teacher application data to examine how teacher quality shapes retention and hiring decisions in large urban districts with school-based hiring.

Examines the role of school leadership in teacher turnover, which falls hardest on schools serving Black and low-achieving students.

Uses a supply and demand framework to understand the factors underlying teacher recruitment and retention.

Combines classroom observation data with measures of teachers' effects on student achievement to identify which teaching practices are most effective.

Among the first studies to estimate how features of teacher preparation programs affect teachers' value-added to student test scores.

Argues that mathematical knowledge for teaching is a distinct, measurable form of expertise central to improving elementary math instruction.

Summarizes states' policy approaches to teacher professional development and education across the stages of teachers' careers.

Describes the landscape of elementary teacher education programs in and around New York City, including who enters, who teaches, and what the core curriculum covers.

Presents the National Research Council's framework for evaluating advanced-level teacher certification programs and its evaluation of the National Board for Professional Teaching Standards.

Reviews the research evidence on alternative certification pathways that have reshaped teacher preparation over the past two decades.