Publications About Access to Strong Teachers

Following is a list of all Education Trust publications arranged from newest to oldest.

If you know the title of a specific publication but cannot find it, type the name in the search box at the top of 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 our publications on that topic.

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Building and Sustaining Talent: Creating Conditions in High-Poverty Schools That Support Effective Teaching and Learning

Improving public education depends on attracting, nurturing, and retaining talented teachers in schools with the greatest academic need. With concerted attention being given to upgrading teacher evaluation systems, the culture and work environments of struggling schools require equal focus if student learning is to improve.

Publication date: 
June 26 2012

Los Padres Quieren Saber

Las madres, los padres, los encargados y sus comunidades deberían tener acceso a datos comprensivos y fácilmente obtenibles acerca de las escuelas de sus hijos. El folleto “Los Padres Quieren Saber” de The Education Trust observa la reautorización de la ley educativa actual (ESEA, por sus siglas en inglés) y describe la necesidad de tener informes públicos en áreas tan cruciales como logro académico, escuelas superiores, clima escolar, maestras/os, distritos, y presupuestos. 

Publication date: 
February 15 2012

Parents Want to Know

Parents and communities should have access to comprehensive, easily accessible data on how schools are doing. In "Parents Want to Know," the Ed Trust zeroes in on the expected reauthorization of the Elementary and Secondary Education Act as the opportunity for lawmakers to require public reporting on such crucial indicators as achievement, high schools, school climate, teachers, school districts, and funding levels.

Publication date: 
September 29 2011

Fair to Everyone: Building the Balanced Teacher Evaluations that Educators and Students Deserve

In an effort to be fair to everyone, teacher evaluation practices are often fair to no one -- teachers or the students they serve. A new report from The Education Trust makes recommendations on how to improve the practice of teacher evaluation in a way that elevates standards across the profession. Everyone benefits from teacher evaluation systems that gauge performance fairly and comprehensively with a focus on professional growth that promotes student learning.

Publication date: 
September 22 2011

Essential Elements of Teacher Policy in ESEA: Effectiveness, Fairness, and Evaluation

Currently, performance evaluation systems used to assess teachers in virtually every school system in the United States fail to differentiate between individual teachers who boost student learning and those who need to improve. As a result, the students who need the most from their teachers are far less likely to get those who can help them achieve at high levels.

In this report, the Center for American Progress and The Education Trust recommend ways to strengthen the teacher provisions of the federal Elementary and Secondary Education Act, or ESEA.

Publication date: 
February 22 2011

Not Prepared for Class: High Poverty Schools Continue to Have Fewer In-Field Teachers

Nearly a decade after federal law was enacted to ensure that low-income students and students of color had a fair shot at being assigned to strong teachers, students in high-poverty schools are still disproportionately taught by out-of-field and rookie teachers.

Publication date: 
November 18 2010

What States Can Do to Improve Teacher Effectiveness*

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.

Publication date: 
December 22 2009

The Value of Value-Added Data*

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.

 

Publication date: 
November 20 2009

Fighting for Quality and Equality, Too*

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.

Publication date: 
November 9 2009