Resources

Fact Sheets

  • June 2014[PDF]

    Vergara v. California Trial by the Numbers

     

    View key facts and statistics from the Vergara v. California trial, including information about Plaintiffs’ witnesses, the long-term impact of ineffective teachers and the harm caused by California’s permanent employment, dismissal and “last-in, first-out” layoff laws.

  • June 2014[PDF]

    Best of Vergara v. California Trial

     

    View a collection of quotes from the testimony of experts, superintendents, human resources officials, students, teachers and principals in the Vergara v. California education equality trial.

  • March 2014[PDF]

    Plaintiffs’ Closing Arguments Presentation

     

    Plaintiffs’ closing arguments PowerPoint, presented in court on the last day of the Vergara v. California, sums up what’s at issue and what’s at stake in the historic education equality case.

  • March 2014[PDF]

    2013 California Educators Survey Results

     

    Research Now conducted a survey of 618 California teachers, principals and superintendents to find out their opinions on teacher effectiveness, tenure, dismissal and “last-in, first-out” layoffs.

  • February 2014[PDF]

    Setting the Record Straight

     

    Review anticipated arguments from State Defendants and Intervenors in the Vergara v. California education equality trial.

  • [PDF]

    Plaintiffs’ Opening Remarks Presentation

     

    Follow along with Plaintiffs’ opening remarks on the first day of trial.

  • January 2014[PDF]

    Our Responses to the CTA’s Talking Points on Vergara v. California

     

    The leadership of the California Teachers Association has been saying a lot of things about the Vergara v. California education equality lawsuit and the nine kids bringing the case. Here are a few of our responses.

  • [PDF]

    Relevant California Case Law

     

    Brief analyses of California case law relevant to Vergara v. California, including Serrano v. Priest (1971), Serrano v. Priest (1976), Butt v. State of California (1992), and Reed v. United Teachers L.A. (2012).

  • [PDF]

    Achievement Gap Fact Sheet

     

    A one-page resource highlighting statistics that illustrate the gaps in achievement and in access to effective teaching between African American and Latino children and their white and Asian peers.

  • [PDF]

    Vergara v. California One-Pager

     

    A one-page overview of the Students Matter organization and our first case, Vergara v. California.

  • May 2008[PDF]

    “US K-12 Fact Base: Excerpts from the McKinsey Report to the Gates Foundation.” McKinsey and Co. (May 2008).

     

    This study details the effects of teacher preparedness and the school leadership and managerial environment on student achievement, and includes information on the process of teacher education and management.

  • April 2012[PDF]

    California Schools by the Numbers

     

    This overview of the public school system in the state of California, includes key statistics describing student performance, teacher effectiveness and evaluations, and the layoff and removal processes. It is an effective introduction to the antiquated and ineffective system in California.

Teacher Effectiveness

Teacher Layoff Process

Teacher Evaluations

Equal Access to Effective Teaching

Polls

Teacher Hiring Process

  • September 2004[PDF]

    “Increasing the Odds: How Good Policies Can Yield Better Teachers.” National Council on Teacher Quality (October 2004).

     

    Research and perspective on the effectiveness of certain traits (master‚Äôs degrees, experience, education courses, traditional certification, teacher‚Äôs race, subject area knowledge, teachers‚Äô level of literacy, selectivity of college, and ‚Äúsoft attributes‚ÄĚ) on teacher effectiveness. Among its findings: ‚ÄúEducation courses taken before teaching have little impact on teacher effectiveness. Advanced degrees do not make teachers more effective. Shows that a few years of experience make a teacher more effective; after that it‚Äôs unclear. Matching a teacher‚Äôs race with a student‚Äôs race may be advisable‚ÄĒprovided race does not override other important considerations. The teacher attributes that matter the most are the hardest to measure.‚ÄĚ

Teacher Tenure

  • [PDF]

    Teacher Policy Team on Career Pathways. ‚ÄúSTEP: Supporting Teachers as Empowered Professionals.‚ÄĚ Educators for Excellence (June 2013).

     

    The Educators 4 Excellence-Los Angeles (E4E-LA) Teacher Policy Team on Career Pathways offers state leaders a toolkit of strategies intended to elevate the teacher profession through methods that reward and empower effective teachers by expanding their influence to their peers and students. These recommendations follow the emergence of new evaluation systems designed to provide greater depth in the understanding of a teacher’s effectiveness, and they attempt to answer the question: what should we do after we evaluate teachers?

  • April 2012[PDF]

    “Earned, Not Given: Transforming Teacher Tenure.” Communities for Teaching Excellence (May 2012).

     

    This brief describes the tenure system as it applies to public school teachers. It also includes concise recommendations for tenure reform, starting with a reframing of the tenure approval process to be ‚Äúa real evaluation of teacher quality and a deliberate decision about whether a probationary teacher should be granted this status‚ÄĒand the additional due process rights tenure brings‚ÄĒin a school system.‚ÄĚ