Photo of teacher and students

America's Challenge: Effective Teachers for At-Risk Schools and Students



Research Resources

Chapters: 1 | 2 | 3 | 4 | 5 | 6

Chapter 1: Linking Teacher Quality and Student Outcomes

Clotfelter, C., Glennie, E., Ladd, H., & Vigdor, J. (2006). Would higher salaries keep teachers in high-poverty schools? Evidence from a policy intervention in North Carolina (Working Paper No. 12285). Cambridge, MA: National Bureau of EconomicResearch. Retrieved September 11, 2007, from http://www.caldercenter.org/PDF/1001057_High_Poverty.pdf
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Frome, P., Lasater, B., & Cooney, S. (2005). Well-qualified teachers and high-quality teaching: Are they the same? (Research Brief). Atlanta, GA: Southern Regional Education Board. Retrieved September11, 2007, from http://www.sreb.org/programs/hstw/publications/briefs/
05V06_Research_Brief_high-quality_teaching.pdf

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Heneman, H. G., Milanowski, A., Kimball, S. M., & Odden, A. (2006). Standards-based teacher evaluation as a foundation for knowledge- and skill-based pay (CPRE Policy Brief No. RB-45). Philadelphia: Consortium for Policy Research in Education. Retrieved September 11, 2007, from
http://www.wcer.wisc.edu/cpre/publications/rb45.pdf
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National Commission on Mathematics and Science Teaching for the 21st Century. (2000). Before it’s too late: A report to the nation from the National Commission on Mathematics and Science Teaching for the 21st Century. Washington, DC: U.S.Department of Education. Retrieved September 11, 2007, from http://www.ed.gov/inits/Math/glenn/report.pdf
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Sanders, S. L., Skonie-Hardin, S. D., Phelps, W. H., & Minnis, T. L. (1994, November). The effects of teacher educational attainment on student educational attainment in four regions of Virginia: Implications for administrators. Paper presentedat the Annual Meeting of the Mid-South Educational Research Association, Nashville, TN. (ERIC Document Reproduction
Service No. 386 455). Retrieved September 11, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/
content_storage_01/0000019b/80/14/24/97.pdf

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The Urban Teacher Collaborative. (2000). The urban teacher challenge: Teacher demand and supply in the great city schools (Report). Belmont, MA: Council of the Great City Schools. Retrieved September 11, 2007, fromhttp://www.cgcs.org/pdfs/utc.pdf
(Adobe PDF Icon Adobe Reader PDF 416 KB)

U.S. Department of Education & Office of Postsecondary Education. (2005). A highly qualified teacher in every classroom: The secretary’s fourth annual report on teacher quality. Washington, DC: Author. Retrieved September 11, 2007, from http://www.title2.org/TitleIIReport05.pdf
(Adobe PDF Icon Adobe Reader PDF 380 KB)

Vandevoort, L. G., Amrein-Beardsley, A., & Berliner, D. C. (2004). National board certified teachers and their students’ achievement. Education Policy Analysis Archives, 12(46). Retrieved September 11, 2007, from http://epaa.asu.edu/epaa/v12n46/

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1). Retrieved September 11, 2007, from
http://epaa.asu.edu/epaa/v8n1/

Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12). Retrieved September 11, 2007, from http://epaa.asu.edu/epaa/v10n12/

Goldhaber, D., & Anthony, E. (2005). Can teacher quality be effectively assessed? (Working Paper). Seattle, WA: Center on Reinventing Public Education. Retrieved September 11, 2007, from http://www.crpe.org/workingpapers/pdf/
NBPTSquality_report.pdf

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Harris, D. N., & Sass, T. R. (2007). The effects of NBPTS-certified teachers on student achievement
(CALDER Working Paper No. 4). Washington, DC: National Center for Analysis of Longitudinal Data in Education Research. Retrieved September 11, 2007, from http://www.caldercenter.org/PDF/
1001060_NBPTS_Certified.pdf

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Chapter 2: Innovation Configurations to Improve Teacher Preparation in Reading, Classroom Behavior Management, and Inclusive Practices

Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108–446. (2004). Retrieved September 11, 2007, from http://idea.ed.gov/download/statute.html

National Assessment of Educational Progress. (2005). The nation’s report card: Reading.Washington, DC: National Center for Educational Statistics, Institute of Education Sciences. Retrieved September 11, 2007, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006451

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: NationalInstitutes of Health, National Institute of Child Health and Human Development (NIH Pub. No. 00-4769). RetrievedSeptember 11, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.cfm

President’s Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: U.S. Department of Education. Retrieved October 5, 2007, from http://www.ed.gov/inits/commissionsboards/
whspecialeducation/index.html

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Web Resources fromChapter 3: The Teacher Preparation > Teacher Practices > Student Outcomes Relationship

Allen, M. B. (2003). Eight questions on teacher preparation: What does the research say? A summary of the findings. Denver, CO: Education Commission of the States. Retrieved
September 11, 2007, from http://www.ecs.org/html/educationIssues/teachingquality/
tpreport/home/summary.pdf

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Goe, L., & Coggshall, J. (2007). The teacher preparation > teacher practices > student outcomes relationship in special education: Missing links and new connections. Washington, DC:National Comprehensive Center for Teacher Quality. Retrieved September 11, 2007, from
http://www.tqsource.org/publications/may2007brief.pdf
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The Teacher Preparation > Teacher Practices > Student Outcomes Relationship in Special
Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446. (2004).
Retrieved September 11, 2007, from http://idea.ed.gov/download/statute.html

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Web Resources from Chapter 4: Implementing NCLB: State Plans to Address the Challenge of Equitable Distribution of Effective Teachers

National Comprehensive Center for Teacher Quality’s NCLB Highly Qualified Teacher and Paraprofessional database www.ecs.org/html/educationissues/teachingquality/NCLB-HQTP/
National Comprehensive Center for Teacher Quality_db_intro.asp

Goe, L. (2006). Planning tool to provide evidence of progress toward equitable teacher distribution. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved September 11, 2007, from http://www.tqsource.org/TeacherDistributionPlanningTool2.pdf
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Ingersoll, R. M. (2002). Out-of-field teaching, educational inequality, and the organization of schools: An exploratory analysis (Research Report No. R-02-1). Seattle, WA: Center for the Study of Teaching and Policy. Retrieved October 5, 2007, from http://depts.washington.edu/ctpmail/PDFs/
OutOfField-RI-01-2002.pdf

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Office of Postsecondary Education. (2006). The secretary’s fifth annual report on teacher quality: A highly qualified teacher in every classroom. Washington, DC: U.S. Department of Education. Retrieved September 11, 2007, fromhttp://www.ed.gov/about/reports/annual/teachprep/
2006-title2report.pdf

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Office of the Governor of California. (2006). Fact sheet: Increasing number of highly qualified teachers. Retrieved September 11, 2007, from http://gov.ca.gov/index.php?/fact-sheet/4374/

Peske, H. G., & Haycock, K. (2006). Teaching inequality: How poor and minority students are shortchanged on teacher quality. Washington, DC: The Education Trust. http://www2.edtrust.org/EdTrust/Press+Room/
teacherquality2006.htm

Prince, C. (2006). Template for state teacher equity plan. Washington, DC: Council of Chief State School Officers. Retrieved September 11, 2007, from http://www.ccsso.org/content/PDFs/
StateTeacherEquityTemplate.doc

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Chapter 5: Emerging Strategies and Practices to Improve Teacher Quality in At-Risk and Hard-to-Staff Schools and Subject Areas

Clotfelter, C., Ladd, H., Vigdor, J., & Wheeler, J. (2007). High-poverty schools and the
distribution of teachers and principals (Working Paper). Washington, DC: National Center for
Analysis of Longitudinal Data in Education Research. Retrieved September 10, 2007, from http://www.caldercenter.org/PDF/1001057_High_Poverty.pdf
(Adobe PDF Icon Adobe Reader PDF 380 KB)

Data Quality Campaign (DQC). www.dataqualitycampaign.org/

Hirsch, E. (2006). Recruiting and retaining teachers in Alabama: Educators on what it will take
to staff all classrooms with quality teachers. Hillsborough, NC: Center for Teaching Quality.
Retrieved September 10, 2007, from http://www.teachingquality.org/pdfs/al_recruitretain.pdf
(Adobe PDF Icon Adobe Reader PDF 380 KB)

Levin, J., & Quinn, M. (2003). Missed opportunities: How we keep high quality teachers out of
urban classrooms. New York: The New Teacher Project. Retrieved September 10, 2007, from
http://www.tntp.org/files/MissedOpportunities.pdf
(Adobe PDF Icon Adobe Reader PDF 380 KB)

National Association of State Directors of Teacher Education and Certification (NASDTEC). www.nasdtec.org/

National Center for Special Education Personnel and Related Service Providers (The Personnel Center). www.personnelcenter.org/

The New Teacher Project. www.tntp.org/

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Chapter 6: Getting Started: A Survey of New Public School Teachers on their Training and First Months on the Job

Farkas, S., Johnson, J., & Duffett, A. (with Moye, L., & Vine, J.). (2003). Stand by me: What
teachers really think about unions, merit pay and other professional matters. New York:
Public Agenda. Retrieved September 7, 2007, from http://www.publicagenda.org/research/pdfs/
stand_by_me.pdf
(Free registration required)
(Adobe PDF Icon Adobe Reader PDF 767 KB)

Farkas, S., Johnson, J., & Foleno, T. (with Duffett, A., Foley, P.) (2000). A sense of calling: Who
teaches and why. New York: Public Agenda. Retrieved September 7, 2007, from http://www.publicagenda.org/research/pdfs/
sense_of_calling.pdf
(Free registration required)
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Johnson, J., Arumi, A. M., Ott, A., & Remaley, M. H. (2006). Reality check 2006: Issue No. 1:
Are parents and students ready for more math and science? New York: Public Agenda.
Retrieved September 7, 2007, from http://www.publicagenda.org/research/pdfs/rc0601.pdf
(Adobe PDF Icon Adobe Reader PDF 371 KB)

Johnson, J., & Duffett, A. (with Vine J., & Moye, L.). (2003). Where we are now: 12 things you
need to know about public opinion and public schools. New York: Public Agenda. Retrieved
September 7, 2007, from http://www.publicagenda.org/research/pdfs/
where_we_are_now.pdf
(Free registration required)
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Johnson, J., Duffet, A., Farkas, S., & Collins, K. (2002). Sizing things up: What parents, teachers
and students think about large and small high schools. New York: Public Agenda. Retrieved
September 7, 2007, from http://www.publicagenda.org/research/pdfs/
sizing_things_up.pdf
(Free registration required)
(Adobe PDF Icon Adobe Reader PDF 448 KB)

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