Teacher expertise can have a large influence on student experiences and achievement. The purpose of this study was to explore the experiences, practices, and beliefs of early elementary classroom teachers who have supplementary literacy certification. Although characteristics of effective literacy teachers have been identified in previous…

In recent years, the use of external proficiency-based tests to measure learners' language ability has increased significantly, in part thanks to the Seal of Biliteracy movement. However, there exists very limited research investigating the influence of such tests and their subsequent outcomes data on teachers' practices. As such, this study…

Charter school policy represents two simultaneous forms of accountability, in which schools are accountable to both parents and authorizers. This study of a K-8 charter renewal decision interrogates these accountability relationships and the role of race and power in privileging the interests of particular stakeholders over others. Using…

Districts nationwide have increased the frequency of teacher evaluations. Yet, we know little about the role of evaluator feedback for teacher improvement. Using unique classroom observation-level data, we use evaluator ratings and teacher self-assessments of teacher performance to rigorously examine (positive and negative) feedback valence from…

The Quality Early Education System (QEES) program is based on a vision where all children arrive at school with the benefit of high-quality positive life experiences that matter for brain development in all of the areas that play critical roles in school success. This vision is greatly needed in Hillsborough County, Florida, where data from 2018…

The vitality of the innovation economy in the United States depends on the availability of a highly educated technical workforce. A key component of this workforce consists of engineers, engineering technicians, and engineering technologists. However, unlike the much better-known field of engineering, engineering technology (ET) is unfamiliar to…

This study examined teacher education background and developmentally based teaching practices as predictors of student achievement in kindergarten. Participants were approximately 17,000 kindergarteners and 3,000 teachers from a national longitudinal study. Using multilevel regression and hierarchical linear models, this study found that only…

The Center on Enhancing Early Learning Outcomes (CEELO) reviewed data on 21 states' principal licensure requirements, conducted structured interviews with experts on principal preparation and professional development in 7 states, and spoke with staff at the National Association of Elementary School Principals and the National Institute for School…

Prior research has established the potential for achievement gains from attending smaller classes. However, large statewide class-size reduction (CSR) policies have not been found to consistently realize such gains. A leading explanation for the disappointing performance of CSR policies is that schools are forced to hire additional teachers of…

For over 30 years, educators have recommended that mathematics specialists be placed in schools to provide teachers with the resources they need to assist their students. To assess whether these recommendations have been realized, a survey was used to gather data from large school districts, the 50 states, and District of Columbia. The outcome of…

This study investigated the implementation and impact of Reading First programs in 8 elementary schools across the state of Mississippi. The study assessed how principals, literacy coaches, and kindergarten through third grade teachers perceived the implementation of the Reading First program at their respective schools. Data from these three…