This study looked at the percentage of students that were enrolled in college at age 20 and the average earnings of each student at age 28 to determine the long term impacts of quality teaching. Not surprisingly, the impact was significant. Chamberlain found that even increasing teacher quality from the 50th to 84th percentile increases the chances that a student will go to college by 1% – a huge impact considering that students have many teachers over the course of their school careers.
This paper is the first of a periodic series of reports and briefs by the Center for American Progress looking at professional learning—what states and districts are doing that is working, and what policies are in place to support effective teacher-training activities.
This report sets out to answer the question: What are states doing to ensure that they are systematically preparing classroom-ready new teachers? California received a D grade for its teacher preparedness policy, placing it among the worst in the nation.
This report evaluates the Los Angeles Unified School District in five areas. Among its conclusions, it finds that first-year teachers are assigned to students who begin the year academically behind other students, teachers with advanced degrees do not have higher effects on student outcomes than their colleagues, and teachers who were laid off in 2008-09 and 2009-10 had similar average teacher effects as their colleagues who were not laid off.
This report gives an overview of all state policies regarding teacher effectiveness, and concludes there are overall positive trends in state policy to improve educational outcomes. Some of these policy improvements include the incorporation of student achievement as a significant factor in evaluations, the use of a differentiated rating system, and the inclusion of classroom observations when assessing effectiveness. The report also reveals, however, that California, however, has not made progress in these policy areas and therefore received a failing grade (F) for 2012.
This report polls a large sample of unionized teachers to document attitude shifts between 2007 and 2011. It navigates through particular areas like the role of unions, pay, evaluation, and tenure, and shows the vast majority of teachers say unions are either essential (46 percent) or important (40 percent), these numbers have shifted some over the years, with a notable decrease in the number who say unions are absolutely essential (down from 54 percent in 2007). 71 percent say that despite having the strength of their unions behind them, rank-and-file teachers usually have very little control over what goes on in their schools.
This analysis describes best practices in the field for improving teacher quality through discussion of teacher assignment, evaluations, tenure, compensation, and work scheduling. Its key findings apply specifically to the Los Angeles Unified School District, but it contains applicable lessons and recommendations broken down by locale for school districts of other sizes and locations.
This academic study on the impact of schools and teacher on student performance concludes that teacher quality matters significantly in student achievement, particularly in math and reading. Yet, it also notes that little student achievement variation is explained by class size or observable teacher characteristics (such as education or experience).