Publications About Access to Strong Teachers
Following is a list of all Education Trust publications arranged from newest to oldest. You can find publications archived by year in the box below left.
If you know the title of a specific publication but cannot find it, type the name in the Search box atop this page. To find a publication on a specific topic, go to the Filter Publications box and choose a topic or audience from the drop-down menu. Or you can click on one of the “tags” beneath a publication listed below to view all of our publications on that topic.
All Education Trust publications are available as free downloads. Publications marked with an asterisk (*) are available in print. Please contact rpitts@edtrust.org for more information.
What States Can Do to Improve Teacher Effectiveness*
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Educators and policymakers understand that tinkering around the edges won't improve teacher quality and that a concerted effort is essential to create systemic change. To succeed, states must make rapid progress in four areas: (1) defining teacher effectiveness, (2) building better systems to measure teacher effectiveness, (3) basing milestones in the teaching career on measured effectiveness, and (4) establishing and enforcing a policy of equitable access to effective teachers and align other reforms to support this effort.
The Value of Value-Added Data*
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Value-added data give principals, educators, and parents a potent tool to assess both student achievement and teacher impact. This report shows how value-added data—which tracks growth in student learning—can improve decisions about course placements, individual interventions, and professional development designed to hone teachers’ skills.
Fighting for Quality and Equality, Too*
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If state leaders invest resources and energy wisely, they don’t have to choose between excellence and equity. This paper outlines ten steps state policymakers and school district leaders can take now that hold the promise to make a difference in teacher quality and equitable access to the best teachers for low-income students and students of color.
What Does It Take to Close Achievement Gaps and Help All Students Learn at High Levels?
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Find answers in How It’s Being Done: Urgent Lessons from Unexpected Schools. Karin Chenoweth’s latest book takes you on a coast-to-coast tour of classrooms that work. These schools turn high expectations into academic success, whether they serve low-income white kids in rural Arkansas, Latino teens in Southern California, or black middle schoolers in Boston. Learn how they do it.
Core Problems*
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Learn about how out-of-field teaching persists in key academic courses in high-poverty and high-minority schools.
Their Fair Share: How Texas-Sized Gaps in Teacher Quality Shortchange Poor and Minority Students*
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This follow-up study of Texas’s 50 largest school districts finds significant teacher quality and pay gaps throughout the state. (Note: The Web tool referenced in this report no longer is active.)
Their Fair Share: How Teacher Salary Gaps Shortchange Poor Children in Texas
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These companion reports document funding patterns in the state’s 10 largest school systems, showing how average teacher salaries vary dramatically between schools within the same district. The reports describe gaps in per-teacher spending, and how those gaps stack the deck against the academic success of low-income, Hispanic and African American children. (Note: The Web tool referenced in this report no longer is active.)
Their Fair Share: How Teacher Salary Gaps Shortchange Minority Children in Texas*
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These companion reports document funding patterns in the state’s 10 largest school systems, showing how average teacher salaries vary dramatically between schools within the same district. The reports describe gaps in per-teacher spending, and how those gaps stack the deck against the academic success of low-income, Hispanic and African American children. (Note: The Web tool referenced in this work is no longer active.)
Missing the Mark: States’ Teacher Equity Plans Fall Short
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This analysis of teacher-equity plans prepared by all 50 states and the District of Columbia finds that most states failed to properly analyze data that would determine whether poor and minority children get more than their fair share of unqualified, inexperienced, and out-of-field teachers.
