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 Pub Number  Title  Date
NCES 2014077 Teacher Attrition and Mobility: Results From the 2012-13 Teacher Follow-up Survey
This First Look report provides some selected findings from the 2012-13 Teacher Follow-up Survey (TFS) along with data tables and methodological information. The TFS is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year’s Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach either in the same school as last year or in a different school. The purpose of the Teacher Follow-up Survey is to determine how many teachers remained at the same school, moved to another school or left the profession in the year following the SASS administration.
REL 2014012 Connections Between Teacher Perceptions of School Effectiveness and Student Outcomes in Idaho’s Low-Achieving Schools
This study found that teachers’ perceptions of school improvement goals, processes, and supports measured by the Educational Effectiveness Survey (EES) were not generally related to three student outcomes in Idaho schools: proficiency in reading, proficiency in math, and attendance. The EES, an annual survey developed by the Center on Educational Effectiveness, is used widely in the Northwest region and is similar to other teacher perceptual surveys used nationally. The study focused on 75 low-achieving Idaho schools that used the state’s improvement services and took the EES in 2012. The findings suggest that educators should proceed cautiously when using perceptual survey data to make school improvement decisions.
NCEE 20144010 Do Disadvantaged Students Get Less Effective Teaching?

Newly emerging research is beginning to shed light on the extent to which disadvantaged students have access to effective teaching, based on value added measures. "Value added" is a teacher's contribution to students' learning gains. Because individual researchers have varied in their presentation of this evidence, it is challenging for practitioners to draw lessons from the data. This brief highlights and summarizes three recent IES studies.

The brief found that:

  • Disadvantaged students received less-effective teaching on average. Based on data from 29 districts in grades 4-8 and two states in grades 4 and 5, disadvantaged students received less-effective teaching in a given year than other students in those grades. The average disparity in teaching effectiveness was equivalent to about four weeks of learning for reading and two weeks for math. For context, the overall achievement gap for disadvantaged students in grades four through eight is equivalent to about 24 months in reading and 18 months in math. Study authors estimate differences in teaching effectiveness for one year represent 4 percent of the existing gap in reading and 2 to 3 percent in math.
  • Access to effective teaching varied across districts. The size of the differences in effective teaching in a given year between disadvantaged and non-disadvantaged students varied across the 29 districts studied. The disparities for each district ranged from no statistically significant difference to a difference equivalent to 13 weeks of learning in reading and math in grades 4 through 8.
NCES 2014015 Digest of Education Statistics, 2012
The 48th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
NCES 2014002 Who Considers Teaching and Who Teaches? First-Time 2007–08 Bachelor’s Degree Recipients by Teaching Status 1 Year After Graduation (NCES 2014-002)
This Statistics in Brief examines the teaching status of 2007-08 first-time bachelor’s degree recipients one year after graduation. The analysis compares four groups with respect to their teaching experiences or interest in teaching: those who taught either before or after receiving their bachelor’s degree, those who prepared to teach but had not taught, those who considered teaching, and those who did not consider teaching. The study is based on data from the 2009 Baccalaureate and Beyond longitudinal study (B&B:09) of bachelor’s degree recipients conducted by the National Center for Education Statistics.
NCEE 20144001 Access to Effective Teaching for Disadvantaged Students
Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years.

The report describes disadvantaged students' access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given year.
NCEE 20144003 Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment

One policy response to the challenge of attracting high-performing teachers to low-achieving schools is offering teachers monetary incentives to transfer. This report examines impacts of transfer incentives — including the willingness of teachers to transfer when offered an incentive, teacher retention in the schools to which they transferred, and the impact of transfer incentives on student achievement at low-performing schools. Ten school districts in seven states participated in the random assignment study. The highest-performing teachers in each district — those who had raised student achievement year after year as measured by "value added" — were offered $20,000 to teach at a lower-performing district school for two years.

The study found that:

  • The transfer incentive successfully attracted high-performing teachers to lower-performing schools and retained them in these schools during the two years.
  • Transfer incentives had a positive impact on math and reading achievement at the elementary school level. These impacts were equivalent to raising achievement by between 4 and 10 percentile points relative to all students in their home state.
  • There was no impact on student achievement at the middle school level in either math or reading.
NCES 2014356 2011-12 Schools and Staffing Survey (SASS) Restricted-Use Data Files
This DVD contains the 2011-2012 Schools and Staffing Survey (SASS) restricted-use data files. The 8 files (Public School District, Public School Principal, Public School, Public School Teacher, Public School Library Media Center, Private School Principal, Private School, and Private School Teacher) are provided in multiple formats. The DVD also contains a 6-volume User's Manual, which includes a codebook for each file.
NCES 2013314 Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2011–12 Schools and Staffing Survey
This First Look report provides descriptive statistics and basic information from the 2011–12 Schools and Staffing Survey Public and Private School Teacher Data Files.
WWC SSR219 WWC Review of the Report "Enhancing the Efficacy of Teacher Incentives through Loss Aversion: A Field Experiment"
The study examined whether offering different types of monetary incentives to teachers affected students' math achievement. Researchers analyzed student and teacher data from nine K-8 public schools in Chicago Heights, Illinois in 2010-11. Within each of the nine participating schools, 147 teachers were randomly assigned to one of four intervention groups that represented different incentive strategies (individual loss aversion, team loss aversion, individual gain, and team gain) or a comparison group that received no incentives. Researchers examined the effect of each type of incentive strategy group by comparing the test scores of students whose teachers were in one of the intervention groups to those of students whose teachers were in the comparison group.
NCES 2013153 Web Tables—Beginning K–12 Teacher Characteristics and Preparation by School Type, 2009
Research on academic achievement has revealed wide variation in teachers’ qualifications and experiences across schools. These Web Tables present the demographic characteristics and teaching preparation, including undergraduate coursetaking and certification, of 2007–08 baccalaureate degree recipients who taught at the K–12 level within a year of completing their bachelor’s degree. The analysis also compares teachers across a number of key characteristics of the schools in which they taught, including the percentage of students who qualified for free or reduced-price lunch, location (rural, sub-urban/town, or urban), race/ethnicity, and sector (public and private).
NCES 2012001 Digest of Education Statistics, 2011
The 47th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
NCEE 20124051 Moving Teachers: Implementation of Transfer Incentives in Seven Districts
A new report describes implementation and intermediate impacts of an intervention designed to provide incentives to induce a school district's highest-performing teachers to work in its lowest-achieving schools. The report, "Moving Teachers: Implementation of Transfer Incentives in Seven Districts," uses random assignment within each district to form two equivalent groups of classrooms at the same grade level ("teacher teams"), a treatment group that had the chance to participate in the intervention and a control group that did not. Analyses include 90 vacancy pairs and 86 schools in the 7 study districts.

Data for this report were collected on program implementation and teacher- and principal-reported behaviors and perceptions.
REL 2012133 The Characteristics and Experiences of Beginning Teachers in Seven Northeast and Islands Region States and Nationally
The characteristics and experiences of beginning teachers in seven Northeast and Islands Region states and nationally, was produced by the 2006-11 REL Northeast and Islands and Education Development Center, Inc. The report describes the characteristics and experiences of beginning public school teachers (teachers with fewer than five years of teaching experience) in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. The study focuses on variables related to teachers’ preparation and workplace supports that research suggests might be associated with their perceptions of preparedness, effectiveness, and retention.
WWC QRLT0312 Quick Review of "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood"
This study examined whether being taught by a teacher with a high "value-added" improves a student's long-term outcomes. The study analyzed more than 20 years of data for nearly one million fourth- through eighth-grade students in a large urban school district.
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