Teaching in Context (Harvard Education Press, 2017) provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The volume is edited by ASI senior fellow Esther Quintero and has a foreword by Andy Hargreaves.
Written on April 17, 2017
Written on September 21, 2015
At the same time that the minority student population in the U.S. has increased dramatically, the percentage of nonwhite teachers nationwide only increased from 12 to 17 percent between 1987 and 2012. This report analyzes the national trends and takes a closer look at what has been happening in nine major U.S. cities, finding that substantial representation gaps between minority teachers and minority students persist.
Written on July 6, 2018
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Written on December 1, 2017
This book chapter explores how to make the evidence movement more inclusive so that education stakeholders can meaningfully participate in the production and use of research.
Written on November 1, 2017
This research brief presents an analysis of student segregation by race and ethnicity in the District of Columbia, with a particular focus on segregation within and between public and private schools.
Written on August 1, 2017
Written on June 6, 2016
Bruce Baker and Mark Weber (Rutgers University) use existing research and original analysis to dismantle the common myth that U.S. public schools spend more money and get worse results than do other developed nations, and provide discussion and analysis of what can and cannot be learned from existing data.
Written on May 5, 2016
This research brief presents a descriptive analysis of the segregation of teachers by race and ethnicity in the nation's two largest school districts, New York City and Los Angeles.
Competing Strands Of Educational Reform Policy: Can Collaborative School Reform and Teacher Evaluation Reform Be Reconciled?Written on April 7, 2016
As school systems devote tremendous resources to examining the effectiveness of individual teachers, how can we encourage schools to make room for collaborative practices? This paper begins to conceptualize one avenue for reconciling these ideas: Rigurously measuring team teaching and making room for the assessment of team work in schools' evaluation processes.
Written on April 5, 2016
This publication pulls together six important research essays from the social side of eduction blog series. Collectively, these essays make a compelling case that increasing the instructional capacity of schools requires looking beyond individual teacher effectiveness.