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.

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.

In The Brown Daily Herald, a student columnist proposes a local partnership model for the Annenberg Institute built on research-practice partnerships.

The 74 reports on the recession's threat to the half of school employees who aren't teachers, with Susanna Loeb on classified staff.

The 74 shares tips for making distance learning work for students with disabilities, from individualized instruction to tracking progress.

In Brown Alumni Magazine, President Christina Paxson traces the Annenberg Institute's history from Walter Annenberg's $500 million challenge to its new focus.

Apolitical explores whether text-message nudges to parents, like the Tips by Text project, can make children better readers.

WPRI reports that Rhode Island students are missing school at record-high levels, sometimes for months, as chronic absenteeism persists after the pandemic.

In Brookings, Matthew Kraft argues that better teacher feedback can happen outside the formal evaluation process.

A RISSA–Annenberg workshop for district and school leaders on what high-quality social and emotional development looks like across tiers in secondary schools.

Susanna Loeb is elected to the American Academy of Arts and Sciences, one of the nation's oldest honorary learned societies.

The Brown Daily Herald reports on Governor McKee and Lt. Governor Matos's RI 2030 plan for the state's next decade, including education.

Results for America and the Annenberg Institute release four EdResearch for Recovery briefs on supporting students during and after the COVID-19 pandemic.

The 74 includes tutoring research among its 16 charts that changed how we thought about America's schools in 2020, asking whether tutoring can scale.