The main focus of this study is to find different kinds of variables that might contribute to variations in the strength and direction of the relationship by examining quantitative studies that relate mathematics teachers’ subject matter knowledge to student achievement in mathematics.
Ahn, S., & Choi, J. (2004). Teachers' Subject Matter Knowledge as a Teacher Qualification: A Synthesis of the Quantitative Literature on Students' Mathematics Achievement. Online Submission.
As Secretary of Education from 1993 to 2001, Richard Riley had serious concerns about out-of-field teaching. The practice— which places in core academic classes instructors who have neither certification nor a major in the subject field taught— just didn’t make sense to him.
Almy, S., & Theokas, C. (2010). Not Prepared for Class: High-Poverty Schools Continue to Have Fewer In-Field Teachers. Education Trust.
This policy brief focuses on the clinical aspects of teacher preparation in each of these key features. These aspects include the typical processes of clinical work, the location, and the duration of the training.
American Association of Colleges for Teacher Education (AACTE). (2010). The clinical preparation of teachers: A policy brief. Washington, DC: Author.
Value-added assessment proves that very good teaching can boost student learning and that family background does not determine a student's destiny. Students taught by highly effective teachers several years in a row earn higher test scores than students assigned to particularly ineffective teachers.
American Education Research Association (AERA). (2004). Teachers matter: Evidence from value-added assessments. Research Points, 2(2). Retrieved from http://www.aera.net/ Portals/38/docs/Publications/Teachers%20Matter.pdf
The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide outlines a seven-stage process that can help leaders define their own challenges, explore underlying causes, and develop strategies to ensure all schools and students have equitable access to effective teachers.
Bromberg, M. (2016). Achieving Equitable Access to Strong Teachers: A Guide for District Leaders. Education Trust.
This study examined the academic and demographic profile of the pool of prospective teachers and then explored how this profile is affected by teacher testing.
Gitomer, D. H., Latham, A. S., & Ziomek, R. (1999). The academic quality of prospective teachers: The impact of admissions and licensure testing. Princeton, NJ: Educational Testing Service. Retrieved from http://www.ets.org/Media/Research/pdf/RR-03-35.pdf
This study examines teacher preparation programs and how they have ineffectively been preparing teachers in critical areas necessary for effective teaching. The paper establishes ratings of key standards for 608 teacher preparation programs.
Greenberg, J., McKee, A., & Walsh, K. (2013). Teacher Prep Review: A Review of the Nation's Teacher Preparation Programs. National Council on Teacher Quality.
NSDC opens the door to professional learning that ensures great teaching for every student every day
Hirsh, S. (2009). A new definition. Journal of Staff Development, 30(4), 10–16.
Isenberg, E., Max, J., Gleason, P., Johnson, M., Deutsch, J., & Hansen, M. (2016). Do low-income students have equal access to effective teachers? Evidence from 26 districts (No. ce9ae6b49ff34e388113f31ca621bfa8). Mathematica Policy Research.
The authors use six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools. This study also evaluates turnover among teachers with different certification status and the impact on student achievement of hiring teachers with predictably high turnover
Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education review, 27(6), 615-631.
This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.
Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing
This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.
Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27(4), 408-418.
This short guide, based on what we have learned from two decades of work on this issue, provides a few ideas on what could be included in a good plan. Our recommendations are grouped into three categories: Analyze, Build, and Create.
Metz, R. (2015). Ensuring Equitable Access to Strong Teachers: Important Elements of an Effective State Action Plan. Education Trust.
This report attempts to summarize the most important and interesting trends emerging from TIMSS across the past two decades. The report is organized from macro to micro perspectives. The first chapter provides an overview of student achievement worldwide. The second and third chapters explore curriculum and instruction. The fourth and fifth chapters narrow the focus to two topics of interest among policymakers.
Mullis, I. V., Martin, M. O., & Loveless, T. (20). years of TIMSS: International trends in mathematics and science achievement, curriculum, and instruction. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College and International Association for the Evaluation of Educational Achievement (IEA).
The following brief summarizes recent work completed to redesign the certification process for accomplished preK-12 educators.
National Board for Professional Teaching Standards, (2016). Redesigning National Board Certification: The Advancement of Accomplished Teaching. National Board for Professional Teaching Standards.
Under the 1998 reauthorization of Title II of the Higher Education Act, the secretary of education is required to issue annual reports to Congress on the state of teacher quality nationwide. "Meeting the Highly Qualified Teachers Challenge" is the inaugural report on this important issue.
Paige, R. (2002). Meeting the Highly Qualified Teachers Challenge: The Secretary's Annual Report on Teacher Quality. US Department of Education.
This paper pointed out three prominent points of impact in addressing the poor performance of America’s fourth-graders on national examinations of reading proficiency.
Smartt, S. M., & Reschly, D. J. (2007). Barriers to the Preparation of Highly Qualified Teachers in Reading. TQ Research & Policy Brief. National Comprehensive Center for Teacher Quality.
The purpose of this study was to examine the impact of National Board Certified Teachers (NBCTs) on student achievement (depth of student learning), compared to teachers who attempted, but did not receive National Board Certification
Smith, T. W., Gordon, B., Colby, S. A., & Wang, J. (2005). An examination of the relationship between depth of student learning and National Board Certification status. Office for Research on Teaching, Appalachian State University.
This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers
States, J., Detrich, R. & Keywroth, R. (2012). Effective Teachers Make a Difference. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 1-46). Oakland, CA: The Wing Institute.
This study concludes that teacher compensation is falling further and further behind that of comparable career opportunities each year. The study also downplays the impact of the recent recession on this trend, highlighting the impact of state government decisions on reducing education funding.
This report examines research on teacher certification, reviewing every published study or paper, and many unpublished dissertations, cited by prominent advocates of teacher certification.
Walsh, K. (2001). Teacher Certification Reconsidered: Stumbling for Quality.
Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep is the tenth annual publication in the State Teacher Policy Yearbook report series released by the National Council on Teacher Quality (NCTQ). This report focuses on teacher preparation program compliance with admissions policies required at the state level
Walsh, K., Joseph, N., and Lewis, A. (2016). Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep. National Council on Teacher Quality.
This book describes the research undertaken during the Teaching Competence Project, a two-year research project funded by the Gatsby Charitable Foundation. There were five interlinked studies in the research.
Wragg, E. C., Chamberlin, R. P., & Haynes, G. S. (2005). Failing teachers?. Routledge.