Recruiting, Training, and Retaining Effective Educators

Schools are only as effective as the teachers, administrators, and staff working within them. WEPC researchers seek to better understand the educator pipeline and to measure the impact of policies designed to improve the education workforce, from teacher preparation to professional development to increasing the diversity of the education profession. 

 

Teacher helping a student

Latest Projects

Teacher Time Use and Affect During COVID-19

Teacher Time Use and Affect During COVID-19

Authors: Nathan Jones, Eric Camburn, Ben Kelcey, & Esther Quintero This research was supported in part by a grant from the Institute of Education Sciences. Project Summary In the spring of 2020, the COVID-19 pandemic led to a shutdown of school buildings across the United States and a subsequent unplanned nationwide transition to remote learning. For teachers, these school building closures resulted in a transformation of many facets of their work, requiring them to take on new and often...

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The Impact of Principal Attrition and Replacement on Indicators of School Quality

The Impact of Principal Attrition and Replacement on Indicators of School Quality

Authors: Marcus A. Winters, Brian Kisida, & Ikhee Cho   Project Summary This study explores whether principal transitions are inherently disruptive or if the impact of changing principals depends on the context surrounding the outgoing or incoming principal—namely, whether the new principal was hired externally or promoted from within a school. Key Findings We find that transitions to both internal and external hires negatively impact student performance. Externally hired principals also...

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A Classroom Observer Like Me: The Effect of Demographic Congruence Between Teachers and Raters on Observation Scores

A Classroom Observer Like Me: The Effect of Demographic Congruence Between Teachers and Raters on Observation Scores

Author: Olivia Chi  Project Summary To further understand the challenges of diversifying the teacher pipeline, Olivia Chi examines how race and gender dynamics influence administrators’ subjective assessments of teachers in the context of classroom observations. Specifically, Chi asks whether teachers receive higher classroom observation scores as a result of sharing race or gender with their observers, who are typically school-based administrators. On a broad scale, if teachers benefit from...

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Professional Development at Scale: The Causal Effect of Obtaining an SEI Endorsement Under Massachusetts’s RETELL Initiative

Professional Development at Scale: The Causal Effect of Obtaining an SEI Endorsement Under Massachusetts’s RETELL Initiative

Authors: Jesse Bruhn, Nathan Jones, Yasuko Kanno, & Marcus A. Winters This project was funded by a generous grant from the William T. Grant Foundation.  Project Summary English learners (ELs) are among the most rapidly-growing and lowest-performing student groups in American public schools. Lack of access to teachers who have been trained to serve their specific needs is one potential explanation for ELs’ unequal educational outcomes relative to non-EL students. Jesse Bruhn, Nathan Jones,...

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Regulatory Arbitrage in Teacher Hiring and Retention

Regulatory Arbitrage in Teacher Hiring and Retention

Authors: Jesse M. Bruhn, Scott A. Imberman, & Marcus A. Winters Project Summary Charter schools typically have greater flexibility in their employment practices than do traditional public schools. However, it is not clear the extent to which charter schools capitalize on this comparative labor market flexibility to remove low value-added teachers or better retain high value-added teachers. Jesse Bruhn, Scott Imberman, and Marcus Winters use longitudinal administrative data from...

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