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.

Harvard's Usable Knowledge highlights research on professional learning strategies that help keep teachers in the profession as job satisfaction nears 50-year lows.

Axios reports on the pandemic-era teacher shortage, with Susanna Loeb explaining how falling teacher salaries had already reduced supply.

The Boston Globe reports on Providence's bid to change teacher seniority rules, citing a Center for the Study of Educators report on the district's applicant pool.

Reuters covers the layoffs of hundreds of thousands of school employees, with Susanna Loeb on which staff districts cut first and the lasting harm to students.

FutureEd covers research by Matthew Kraft, Nicole Simon, and Melissa Arnold Lyon on how teacher working conditions sustained teachers' sense of success during remote learning.

NBC News covers the rise of private tutoring amid school uncertainty, citing projections that students will return having retained only a fraction of a typical year's gains.

Phys.org covers research showing text-message nudges from school counselors raise financial aid completion by 17 percent and college enrollment by 8 percent.

In Phi Delta Kappan, Heather Hill and colleagues identify the professional development approaches that improve STEM outcomes.

New research in Educational Evaluation and Policy Analysis by Kathleen Lynch, Heather Hill, and colleagues identifies what works in STEM teacher professional development.

The Journal of Human Resources highlights a preprint by Jing Liu and Susanna Loeb on how teachers who value attendance raise students' odds of finishing high school.

The Brookings Institution celebrates World Teachers' Day with nine facts about educators.

Brown's Department of Education welcomes Christopher Cleveland, whose research-practice partnerships focus on the experiences of students with disabilities, as Assistant Professor.