Quality teaching matters - particularly for low-income, inner-city students who perform below grade level. But these students are often taught by the least-qualified and least-experienced teachers. Philadelphia schools will not be able to improve student performance dramatically without more teachers who have the skills, experience, and rich content knowledge needed to help every student achieve high standards.

Once & For All: Placing a Highly Qualified Teacher in Every Philadelphia Classroom examines the current status of teacher quality in the city and what the School District of Philadelphia is now doing to ensure that all classrooms have highly trained, motivated, and knowledgeable teachers ready to boost the achievement of the district's 188,000 students.

For the first time, thanks to information provided by the School District of Philadelphia, researchers have been able to identify what we know about the qualifications, experience, and school assignment patterns of Philadelphia's 11,700-member teaching force. The study was conducted by a group of scholars who have launched Learning from Philadelphia's School Reform, a three-year research project designed to measure and help the public understand the impact of the 2001 state takeover of the Philadelphia schools, the school management partnerships undertaken with external for-profit and non-profit organizations, and the reforms initiated by the state and city-appointed School Reform Commission (SRC) members and School District of Philadelphia CEO Paul Vallas.

Led by Research for Action (RFA), a Philadelphia non-profit, the research team includes investigators from the University of Pennsylvania's Graduate School of Education and the Wharton School, the Philadelphia Education Fund, Swarthmore College, Rutgers University, the Consortium on Chicago School Research, and other organizations

In 2001, Public Education Network (PEN) received a grant from MetLife Foundation to support research into the perspectives of new teachers on the quality of the teacher preparation they receive, on their experiences during their first years of teaching, and on the supports provided to them by their districts and their schools during those critical early years in the profession.

The research was conducted in four communities -- Chattanooga, TN; New York, NY; Seattle, WA; and Washington, DC -- and throughout the state of West Virginia. More than 200 teachers participated in the project either by completing surveys, being personally interviewed, or participating in focus groups that explored their perceptions of the teaching experience.

This report is based on information gathered over a six-month period and on the lessons learned at five sites participating in PEN's teacher quality initiative. We hope district administrators, school principals, institutions of higher education, and policymakers will use this information to create programs and policies that will give new teachers the supports they need to succeed in this vital profession.

In 2001, Public Education Network (PEN) received a grant from MetLife Foundation to support research into the perspectives of new teachers on the quality of the teacher preparation they receive, on their experiences during their first years of teaching, and on the supports provided to them by their districts and their schools during those critical early years in the profession.

The research was conducted in four communities -- Chattanooga, TN; New York, NY; Seattle, WA; and Washington, DC -- and throughout the state of West Virginia. More than 200 teachers participated in the project either by completing surveys, being personally interviewed, or participating in focus groups that explored their perceptions of the teaching experience.

This report is based on information gathered over a six-month period and on the lessons learned at five sites participating in PEN's teacher quality initiative. We hope district administrators, school principals, institutions of higher education, and policymakers will use this information to create programs and policies that will give new teachers the supports they need to succeed in this vital profession.

For the past ten years, PEN has undertaken a survey of its members, the purpose of which has been to chart organizational and programmatic characteristics of local education funds (LEFs). In addition to providing valuable information about individual LEFs, each year's survey results provide a snapshot of members' collective work, used primarily by LEF directors to inform their development efforts, communications strategies, and other organizational decisionmaking. The survey also provides data for deeper research on the work and impact of LEFs.

Focus of 2005 Survey: Last year, based on recommendations from the membership, PEN expanded the focus of the survey to include deeper information on LEF programs and initiatives. The survey revealed several trends, such as an increase in policy research, larger and more comprehensive reform initiatives, broader public engagement activities, and youth development. This year, we have taken an opportunity to collect recent information on the impact of LEF programs and initiatives. LEF initiatives that have been in operation for at least the past two years have begun to yield impact data on critical measures such as student academic achievement, student higher education participation, community involvement in education, and teacher quality, satisfaction and retention.

For the past ten years, PEN has undertaken a survey of its members, the purpose of which has been to chart organizational and programmatic characteristics of local education funds (LEFs). In addition to providing valuable information about individual LEFs, each year's survey results provide a snapshot of members' collective work, used primarily by LEF directors to inform their development efforts, communications strategies, and other organizational decisionmaking. The survey also provides data for deeper research on the work and impact of LEFs.

Focus of 2005 Survey: Last year, based on recommendations from the membership, PEN expanded the focus of the survey to include deeper information on LEF programs and initiatives. The survey revealed several trends, such as an increase in policy research, larger and more comprehensive reform initiatives, broader public engagement activities, and youth development. This year, we have taken an opportunity to collect recent information on the impact of LEF programs and initiatives. LEF initiatives that have been in operation for at least the past two years have begun to yield impact data on critical measures such as student academic achievement, student higher education participation, community involvement in education, and teacher quality, satisfaction and retention.

It is commonly assumed that the responsibility for education lies solely with schools. However all educators, students, family members, community members and organizations, public officials, businesses, media, policy makers, and postsecondary institutions share responsibility for providing a quality education to all our children and youth. Each of us has to step up and fulfill our role in supporting quality public education.

The National Civic Index for Quality Public Education (Index) is a tool to help identify the areas in which communities excel and the areas where communities need assistance in supporting public education.

This introduction is the gateway to using the index in your community as well as the nation. As you work your way through these materials keep this question in mind: How can you use the information and suggestions included in this material to help you build stronger community involvement in public education?

It is commonly assumed that the responsibility for education lies solely with schools. However all educators, students, family members, community members and organizations, public officials, businesses, media, policy makers, and postsecondary institutions share responsibility for providing a quality education to all our children and youth. Each of us has to step up and fulfill our role in supporting quality public education.

The National Civic Index for Quality Public Education (Index) is a tool to help identify the areas in which communities excel and the areas where communities need assistance in supporting public education.

This introduction is the gateway to using the index in your community as well as the nation. As you work your way through these materials keep this question in mind: How can you use the information and suggestions included in this material to help you build stronger community involvement in public education?

It is commonly assumed that the responsibility for education lies solely with schools. However all educators, students, family members, community members and organizations, public officials, businesses, media, policy makers, and postsecondary institutions share responsibility for providing a quality education to all our children and youth. Each of us has to step up and fulfill our role in supporting quality public education.

The National Civic Index for Quality Public Education (Index) is a tool to help identify the areas in which communities excel and the areas where communities need assistance in supporting public education.

This introduction is the gateway to using the index in your community as well as the nation. As you work your way through these materials keep this question in mind: How can you use the information and suggestions included in this material to help you build stronger community involvement in public education?