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

  • How have states built and sustained a policy strategy focused on the improvement of teaching over a period of years?
  • 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


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