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 Pub Number  Title  Date
NCES 2016876 Sources of Newly Hired Teachers in the United States: Results from the Schools and Staffing Survey, 1987–88 to 2011–12
This Statistical Analysis Report examines changes in the sources of newly hired teachers at public and private schools between 1987-88 and 2011-12. The study is based on data from four administrations of the Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States.
10/12/2016
NCEE 20164010 Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development
A popular strategy for improving student achievement in math is to provide teachers with professional development (PD) that deepens their conceptual understanding of math. This report examines the effectiveness of such a PD program. The PD program included an 80-hour summer workshop (Intel Math) that focused on grades K-8 math, as well as 13 additional hours of collaborative meetings focused on analyzing student work and one-on-one coaching based on observations of teachers' lessons. More than 200 4th-grade teachers from six districts in five states were randomly assigned to either a treatment group that received the study PD or a control group that did not. The study PD had a positive impact on teachers' math knowledge and on their use and quality of mathematical explanations in class. However, the study PD did not have a positive impact on student achievement.
9/28/2016
REL 2016121 How current teachers in the Republic of Palau performed on a practice teacher certification examination
The purpose of this study was to examine teachers' performance on the Praxis I Pre-Professional Skills Tests® (PPST) in reading, writing, and math, and the relationships between test performance and selected teacher demographic and professional characteristics, in order to further the development and implementation of Palau's Professional Personnel and Certification System. The multiple choice sections of the practice Praxis I PPST tests of reading, writing, and math were administered and analyzed using descriptive statistics, along with cross-tabulations of test performance by teacher characteristics. Overall, the study found that while scores across subject areas were relatively low, teachers in Palau scored higher in reading than in writing and math. The performance of Palau test takers differed depending upon the language spoken in the home, English proficiency, level of education, years of teaching, and grade levels taught. In addition, respondents with better command of English performed better on the assessment. Level of education attained was significantly associated with a higher percentage of correct responses, and teachers with less than seven years of teaching experience answered slightly more questions correctly in reading, writing, and math than teachers with more years of teaching experience. Finally, teachers at the upper elementary and high school levels performed better on the assessments than teachers at the lower elementary level. The results of this study provide the Palau Research Alliance and Ministry of Education with information that may help establish appropriate passing scores on the Praxis PPST I reading, writing, and math subtests; may be used to create a multiyear plan of sustained improvement in the teacher workforce; may alert Palau leadership to the difficulties inherent in using English-based tests to assess the performance of those who do not have a strong command of the English language; and may be used to guide preservice curricular requirements and indicate the supporting professional development needs of Palau teachers at various grade levels.
9/28/2016
WWC IRTFA663 Teach For America Intervention Report
Teach For America (TFA) is a program that places new teachers in schools in low-income communities. The WWC reviewed the research on teachers trained through TFA and their impacts on the academic achievement of students in grades pre-K-12, and found that TFA teachers have positive effects on mathematics achievement, potentially positive effects on science achievement, and no discernible effects on social studies achievement and English language arts achievement.
9/14/2016
REL 2016145 Understanding field experiences in traditional teacher preparation programs in Missouri
The purpose of this study was to describe the characteristics of field experiences in traditional teacher preparation programs completed by first-year teachers in Missouri and how experiences vary by teaching certificate type. This descriptive study is based on data from a survey administered in early 2015 to first-year teachers in Missouri public schools who completed traditional teacher preparation programs. Findings show that first-year teachers had field experiences that varied substantially in duration and diversity and that experiences varied for teachers with different types of teaching certificates. Most first-year teachers reported that their student teaching experiences aligned with their career teaching plans and first teaching assignments. Perceptions of the quality of resources and support in field experience schools were generally positive and first-year teachers reported frequent professional collaboration. Parent and community interaction during field experiences was less frequent. Observation and feedback activities during field experiences were frequent and first-year teachers engaged in a variety of instructional activities. Findings suggest that state and program administrators in Missouri and elsewhere may wish to monitor field experiences closely to ensure that expectations are met. Survey data suggest potential areas of focus including interaction with parents and community during field experiences; selection, training, and expectations of teacher candidate mentors; connections between course pedagogy to field experiences; and collaboration between teacher preparation programs and preK–12 schools. The survey developed for this study provides a data collection tool that can be adopted or adapted by state and teacher preparation program administrators and used as part of a system for monitoring program implementation. Detailed information about the implementation of teacher preparation programs may be used in future research on aspects of teacher preparation that are associated with more positive outcomes for program completers and their preK–12 students.
7/6/2016
NCES 2016641 K–12 Teaching Experience Among 2007–08 College Graduates: 2012
Using data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), these Web Tables show the proportion of 2007–08 college graduates who had taught or prepared for teaching or were considering teaching in 2012. The tables address the factors influencing graduates’ decisions to teach, the types of schools in which they taught, subjects taught, and their satisfaction with teaching. In each table, the estimates are presented separately for groups of graduates who differed on such characteristics as sex, race and ethnicity, age, undergraduate major field of study, cumulative undergraduate grade point average, bachelor’s degree institution level and control, highest degree attained, preparation or certification to teach, and teaching experiences. For graduates who taught after graduation but were not teaching in 2012, the tables include information on the reasons that graduates left teaching.
5/3/2016
REL 2016115 Teacher evaluation and professional learning: Lessons from early implementation in a large urban district
REL Northeast and Islands, in collaboration with the Northeast Educator Effectiveness Research Alliance, examined the alignment of teacher evaluation and professional learning in a large urban district in the Northeast. REL researchers examined the types of professional learning activities teachers reported they participated in, the alignment of the reported activities with what evaluators prescribed, and whether evaluation ratings improved from one academic year to the next. The study found that teachers received written feedback across all standards of the evaluation rubric. Each prescription tended to include one or two recommended professional activities, and more of these activities were professional practice activities, such as independent work to improve instruction, than professional development activities, such as courses or workshops. Teachers reported participating in more professional activities for the instruction-based standards than for the non-instruction-based standards. For all standards, less than 40 percent of teachers reported participating in all the activities their evaluator recommended. While further work may be needed to strengthen the connection between teacher evaluation and a comprehensive system of teacher support and development, this study takes the first step in illustrating the need for coherence among these related systems.
3/1/2016
NCES 2016063 Teaching and Learning International Survey (TALIS) 2013 U.S. public-use data files and documentation
The TALIS 2013 U.S. public-use data files and documentation include the following: U.S. national TALIS 2013 data in ASCII text format, including variables unique to the United States; SPSS data files; SAS control files for reading the data and producing SAS system files; codebooks; illustrative code for merging school and teacher-level files; a Read Me file, and a Quick Guide. The U.S. TALIS 2013 data files are formatted so that they can be easily merged with the TALIS international data files, available from the OECD at http://stats.oecd.org/Index.aspx?datasetcode=talis_2013%20. Users of this data should also consult the TALIS 2013 U.S. Technical Report available for viewing and downloading at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015010.
2/26/2016
NCES 2016064 Teaching and Learning International Survey (TALIS) 2013 U.S. restricted-use data files and documentation
The TALIS 2013 U.S. restricted-use data files and documentation include the following: U.S. national TALIS 2013 data in ASCII text format, including variables unique to the United States; SPSS data files; SAS control files for reading the data and producing SAS system files; codebooks; illustrative code for merging school and teacher-level files; a Read Me file, and a Quick Guide. The TALIS 2013 U.S. restricted-use data files include NCES school IDs that facilitate merging with the Common Core of Data (CCD) for public schools and the Private School Universe Survey (PSS) for private schools. Users of this data should also consult the TALIS 2013 U.S. Technical Report available for viewing and downloading at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015010.
2/26/2016
NCEE 20154015 New Findings on the Retention of Novice Teachers From Teaching Residency Programs
This brief is based on a study of residency programs that received funding from the U.S. Department of Education's Teacher Quality Partnership program. Residency programs are a model of teacher preparation in which prospective teachers complete graduate-level coursework alongside a year-long fieldwork experience in the district in which the prospective teacher will be hired.

The brief examines two cohorts of teachers trained through residency programs (TRPs)—those who were in their first year of teaching and those who were in their second year of teaching as of spring 2012. It looks at the rates at which the TRP teachers were retained in the same district and the same school as of fall 2013, thereby tracking two successive cohorts of teachers into their third or fourth year as a teacher of record. The brief updates earlier study findings (Silva et al. 2014) which examined retention as of fall 2012. For context, like the earlier report, the brief also includes retention findings based on a representative sample of teachers with similar experience and teaching in the same districts as the residency teachers, but who were trained through other (non-TRP) programs.

8/19/2015
NCES 2015059 Beginning Teacher Longitudinal Study (BTLS) Waves 1-5 Restricted-Use Data File and Documentation
This restricted-use CD includes the combined wave 1 through wave 5 data file, questionnaires, codebook, file layout, and User’s Manual. The data files are in SAS and ASCII formats, with syntax for creating files in SPSS and STATA. The codebook contains the count of responses for each data item. The User's Manual explains the survey methodology and provides other information about the structure and content of the data file.
3/12/2015
REL 2015044 Approaches to evaluating teacher preparation programs in seven states
The purpose of this study was to describe how states in the REL Central Region (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) evaluate teacher preparation programs and planned changes for evaluation. Publicly available documents were reviewed and interviews were conducted with state education agency representatives in late 2013. Findings show that all Central Region states have procedures for approval and reauthorization of teacher preparation programs that focus on program design and implementation through reviews of documentation and on-site visits by review teams. Six of seven Central Region states are implementing or have planned changes to state evaluation of teacher preparation programs to focus on the performance of program graduates. As part of these changes to evaluation activities, states are also developing statewide data collection tools, investing in data system development, and exploring new approaches for reporting evaluation findings. More frequent and outcomes-focused approaches to teacher preparation program evaluation have the potential to motivate a change from the current state focus on program accountability to meaningful and ongoing identification of program strengths and weaknesses that can be used to improve programs.
12/16/2014
NCES 2015010 Teaching and Learning International Survey (TALIS) 2013: U.S. Technical Report
This technical report is designed to provide researchers with an overview of the design and implementation of the Teaching and Learning International Survey (TALIS) 2013. This information is meant to supplement that presented in OECD publications by describing those aspects of TALIS 2013 that are unique to the United States.

Chapter 2 provides information about sampling requirements and sampling in the United States. Chapter 3 provides information on instrument development. Chapter 4 describes the details of how schools and teachers were recruited, and Chapter 5 describes field operations used for collecting data. Chapter 6 describes participation rates at the school and teacher level. Chapter 6 also includes nonresponse bias analysis (NRBA) results for unit-level and item-level response rates (details of the NRBA are provided in appendix E). Chapter 7 describes international activities related to data processing, and weighting. Chapter 8 describes the data available from both international and U.S. sources. Chapter 9 discusses some special issues involved in analyzing the TALIS 2013 U.S. data because of response rates below the international TALIS standards (as described in chapter 6) and also includes selected data tables from the international TALIS report. In addition, the technical report includes all recruitment materials used during the conduct of the study, the U.S. versions of the TALIS questionnaires, and a complete list of all adaptations made to the questionnaires.
12/9/2014
NCEE 20154002 Teaching Residency Programs: A Multisite Look at a New Model to Prepare Teachers for High-Need Schools
In Fall 2009 and Spring 2010, 30 teaching residency programs received funding through one of 28 Teacher Quality partnership grants awarded to establish or expand residency programs. These programs follow a model of teacher preparation in which prospective teachers complete graduate-level coursework alongside a year-long fieldwork experience in the district in which the prospective teacher will be hired. This report provides descriptive information regarding the 30 residency programs. For a purposefully-selected subset of 12 of the programs, in-depth information is provided regarding program participants and the retention rates of teachers once hired by the district.

The residency programs provided a fieldwork experience with a mentor teacher, along with integrated coursework. On average, residents reported being fully in charge of instruction for 21 days during the first half of the residence and 37 days during the second half. The programs included the equivalent of 10 courses, on average. The programs somewhat broadened the pool of people entering the teaching profession in the participating districts. For example, novice teachers from the residency programs were more likely than teachers from other programs to report having worked in a full-time job other than teaching (72 percent versus 63 percent). However, novice residency program teachers and teachers from other preparation programs had similar demographic characteristics. Novice teachers from residency programs had similar retention rates to other novice teachers. Approximately 90 percent of teachers from both groups reported staying in the same district from spring 2012 to fall 2012; about 5 percent of teachers were no longer teaching.
11/18/2014
NCEE 20144011 State Implementation of Reforms Promoted Under the Recovery Act
This report, based on surveys completed by all 50 SEAs and the District of Columbia (DC) during spring 2011, examines which states were implementing the key education reform strategies promoted by the Recovery Act in 2010-11, the extent to which implementation reflected progress since Recovery Act funds were first available, and states' challenges with implementation. Findings showed variation across the strategies assessed. Almost all SEAs provided guidance for choosing and implementing one of the four school intervention models ED recommended to improve low performing schools, while only two reported supporting teacher evaluation models that included the complete set of criteria (e.g., use of student achievement gains) that the Recovery Act promoted. Difficulty in measuring student growth for teachers of nontested subjects was the challenge reported by the largest number of SEAs.
1/28/2014
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