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Policy Report | May 11, 2005
Finding the Teachers We Need
By Frederick M. Hess, Andrew J. Rotherham, and Kate Walsh
Governors and legislators will not meet the teacher quality challenge by fine-tuning current arrangements or by pushing more funding into teacher preparation or professional development. More creative and far-reaching solutions are required.
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Policy Report | April 19, 2005
Lifting Teacher Performance
By Andrew Leigh and Sara Mead
Research increasingly demonstrates what common sense has long made apparent to educators and parents: Teacher quality matters -- a lot.
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Column | March 30, 2005
Credit Where It's Due
By Andrew Rotherham
It's well known that low-income and minority students are less likely to get the best teachers. What is less known is that despite emerging efforts to deal with this problem, other local, state, and national policies reinforce the inequitable status quo.
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Blueprint Magazine | July 25, 2004
Grading Teachers
By Andrew Rotherham
It is our hope that the empirical evidence and the strategies for reform in "A Qualified Teacher in Every Classroom?" will help policymakers tackle this daunting challenge.
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Policy Report | March 30, 2004
Opportunity and Responsibility for National Board Certified Teachers
By Andrew J. Rotherham
States must ensure that salary bonuses and differentials for National Board Certified Teachers are related to broader state and national policy goals.
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Blueprint Magazine | March 23, 2004
Help Wanted
By Andrew J. Rotherham and Jessica Levin
Urban school districts need quality teachers, but hiring policies make it too difficult to land top talent.
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Event | October 24, 2003
A Qualified Teacher in Every Classroom: Appraising Old Answers and New Ideas
This conference features new empirical research on the nature of teacher training, an analysis of the political and policy landscape, and new models for tackling the need for outstanding teachers.
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Article | June 10, 2003
Money Matters
By Andrew J. Rotherham
Rigid salary schedules, based on academic degrees and years of service, are unfair to many talented teachers and have a pernicious impact on poor students. To attract teachers to subjects and schools where their expertise is in demand, we must pay them better, not only compared with jobs in other professions, but also compared with teaching jobs in more affluent schools and subject areas where there is no shortage.
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Abstract | June 1, 2003
Teacher Quality: Beyond No Child Left Behind
By Andrew J. Rotherham and Sara Mead
Because there is no overall teacher shortage, but rather specific subject area shortages and an adverse selection and allocation problem, the No Child Left Behind Act's requirement that all teachers be "highly qualified" is important and attainable. To improve teacher quality, principals should be given more flexibility and control over teacher hiring and compensation.
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Blueprint Magazine | April 15, 2003
The Wrong Teacher Shortage
By Andrew J. Rotherham
There is no national teacher shortage except in poor schools and high-need subject areas.
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Policy Report | January 31, 2003
A License to Lead?: A New Leadership Agenda for America's Schools
By Frederick M. Hess
Today, the New Leadership Agenda seems the sensible way to provide teachers and students with the qualified, committed, and accountable leaders they deserve, and to provide school leaders with the respect and professional opportunities they merit.
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Policy Report | May 29, 2002
Better Pay for Better Teaching
By Bryan C. Hassel
We should reward teachers not just for experience, but for the skills, knowledge, and, ultimately, the performance they bring into their classrooms.
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Policy Report | November 27, 2001
Tear Down This Wall: The Case for a Radical Overhaul of Teacher Certification
By Frederick M. Hess
At the end of the day, the individuals best equipped to carefully assess the qualifications of prospective teachers are the principals who will be responsible for them.
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Editorial | July 19, 2001
Teachers Union Flunks a Test
By Andrew Rotherham
Poor and minority students are the ones to suffer from the lack of common, verifiable standards. They are the ones that the NEA ought to be -- but apparently isn't -- concerned about.
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Talking Points | December 15, 2000
The Merrow Report with Andy Rotherham: "Pay-for-Performance"
Merit pay for teachers -- a reform that would tie a teacher's income to his students' performance on standardized tests- has been embraced by policy makers and contested by teacher unions as a prescription for failing schools. Will merit pay make a difference in schools? Is it fair?
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Editorial | July 11, 2000
Don't Worry, Performance Pay is Coming
By Andrew Rotherham
The rejection Wednesday by the nation's largest
teachers union, the National Education Association, of
even tepid experiments with performance-based pay
initiatives shouldn't cause too much worry for those
concerned about education reform. Here's why.
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Backgrounder | January 1, 1999
Teacher Quality is Job One
By Stephanie Soler
Quality teachers are as important to academic achievement as high standards, adequate resources, and accountability. It is imperative that states consider teacher quality when developing their educational strategies and teacher certification policies.
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Briefing | June 1, 1998
Improving Student Achievement
By Eric A. Hanushek
Considerable evidence shows that teacher quality is one of the most important factors
in student achievement. Whether or not large-scale reductions in class sizes help or
hurt will depend mostly on whether the new teachers are better or worse than the
existing teachers.
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Briefing | February 1, 1998
Addressing the Looming Teacher Crunch
By Dale Ballou and Stephanie Soler
In his State of the Union address, President Clinton proposed hiring 100,000 new teachers to reduce primary-grade class sizes nationwide. Although class-size reduction is a worthy objective, boosting teacher quality, not quantity, should be the ultimate goal.
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Memo | October 28, 1990
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