Uses data on every New York State elementary teacher from 1994 to 2002 to examine how fourth grade state testing affected teacher turnover and recruitment.

Analyzes attrition among New York City elementary and middle school teachers and whether those who transfer or leave are more or less effective than those who stay.

Uses New York City data on grades three through eight to assess how pathways into teaching affect the teacher workforce and student achievement.

Investigates the multiple pathways into teaching in New York City as a microcosm of a national experiment in recruiting, preparing, and retaining teachers.

Examines how teaching conditions predict teacher turnover in California schools, especially those serving low-income, low-achieving, and minority students.

Explains why high-achieving teachers have short careers in schools with low-achieving students, worsening disparities through transfers and quits.

Finds that teachers' mathematical knowledge for teaching is significantly related to first and third graders' mathematics achievement gains over a school year.

Evaluates whether California's Mathematics Professional Development Institutes improved teachers' mathematical knowledge for teaching, using new content knowledge measures.

Describes an effort to conceptualize and measure teachers' knowledge of students' mathematical ideas and thinking through multiple-choice items.

Documents striking differences in teacher qualifications across New York State schools and how attrition, transfers, and initial job matches shape them.

Uses data from 264 Chicago K-8 schools to examine how school size affects teachers' sense of responsibility for learning and students' math gains.

Finds that male teachers perceive more influence over school policy in coeducational and boys' schools, while the pattern reverses in girls' schools.

Jesse Bruhn will discuss research on teacher and school value-added, exploring how researchers measure the contributions of educators and schools to student outcomes and educational experiences.

The PL Network's third Deep Dive at Mount Hope High School in Bristol-Warren, focused on how department chairs and instructional rounds drive curriculum implementation in 9th and 10th grade math.

Jesse Bruhn will discuss research on how early career experiences shape long-term labor market outcomes, exploring the role of occupational pathways, mobility, and career trajectories over time.

The PL Network's second Deep Dive, hosted by Woonsocket, where members observed middle school social studies classrooms piloting new curriculum and talked with coaches about supporting teachers through the shift.

This talk will examine national trends in district spending on teacher professional development, exploring how school systems invest in educator learning and support teacher growth through professional learning opportunities.

Annenberg and the Rhode Island School Superintendents Association launch a professional learning network across six districts, with the first Deep Dive hosted by Narragansett on classroom implementation and coaching.