CTP Publications Related to this Study:

Connecticut's Story: A Model of State Teaching Policy

A Case of Successful Teaching Policy: Connecticut's Long Term Efforts to Improve Teaching and Learning

CTP STUDY DESCRIPTION

Analysis of Long-Term State Investments in Teacher Quality

Principal Investigators:

Linda Darling-Hammond, Stanford University
Barnett Berry, Southeast Center for Teaching Quality (SECTQ)

Overview:

The purpose of this project was to assess teacher policy infrastructures and outcomes in states that in recent years pursued a teacher quality agenda. The project drew on analyses of the status of teaching reports developed by the state partners of the National Commission on Teaching & Americas Future (NCTAF) as well as on more in-depth studies of two state cases where substantial systemic work was done to overhaul teacher education and licensing, induction, and professional development. The two states were: North Carolina, with a focus on state investments in teacher development; and Connecticut, with a focus on state school finance, licensing, and induction reforms that enhance equity and build teacher development.

Main Research Questions:

1. How have states built and sustained a policy strategy focused on the improvement of teaching over a period of years?
2. What have been the consequences of sustained teaching policy strategies for teaching, learning, and the development of a strong teacher force within the state?

Method:

Retrospective case study, document analyses

Status:

Ongoing

Publications:

CTP Policy Brief: Connecticut's Story: A Model of State Teaching Policy, June 2001.

CTP Research Report: A Case of Successful Teaching Policy: Connecticut's Long Term Efforts to Improve Teaching and Learning, by Suzanne Wilson, Michigan State University; Linda Darling-Hammond, Stanford University; and Barnett Berry University of North Carolina, February 2001.

External Article: Wilson, S. M., Darling-Hammond, L., & Berry, B. (2001). Steady work: The story of Connecticut's school reform. American Educator, (Fall 2001), 34-39 & 48.