This paper explains how District of Columbia Public Schools (DCPS) has moved toward smarter teacher retention, mainly by raising expectations and removing consistently low-performing teachers. The report also shows that DPCS is missing some opportunities to make even more progress.
Other key findings include: 1) performance-based compensation is helping DCPS keep more top teachers; 2) many DCPS principals do not appear to be prioritizing top teacher retention; 3) many DCPS principals are struggling to create cultures and working conditions that motivate top teachers to stay; 4) irreplaceables appear less likely to teach in schools that need them most.
The report recommends that DCPS continue its current policy reforms -- especially its higher expectations for teachers -- while monitoring the distribution of top teachers across the district and doing more to help school leaders retain their best teachers.
December 1969
Geographic Focus: North America-United States (Southern)-District of Columbia-Washington
Education and Literacy;Nonprofits and Philanthropy
Summarizes discussions among education entrepreneurs, funders, policy makers, and experts at a May 2009 summit on innovations in ideas, processes, and products for reform. Includes a case study review of a successful turnaround of a failing school.
December 1969
Geographic Focus: North America-United States
Education and Literacy;Housing and Homelessness;Poverty
Reviews research on how housing stability, affordability, quality, and location affect low-income children's safety, physical and mental health, and frequency of school changes, which in turn affect attendance, behavior, test scores, and graduation rates.
December 1969
Geographic Focus: North America-United States
Arts and Culture;Education and Literacy;Nonprofits and Philanthropy
Contains board's letter on lessons learned; ten-year review of education reform; five-year review of science and medical research; twenty-five-year review of arts, culture, and civic initiatives; financial statements; and lists of board members and staff.
December 1969
Geographic Focus: North America-United States
The reviewers credit the report for being straightforward and reasonable, but point out that the reforms it proposes are neither new nor unique and are very challenging to implement.
December 1969
Geographic Focus:
Early evaluation results from Newark, NJ, show that Foundations of Learning improved teachers' classroom management and productivity, reduced children's conflict with peers, and engaged students in the learning tasks of preschool. The intervention was implemented in Head Start programs, community-based child care centers, and public schools.
December 1969
Geographic Focus: North America-United States (Northeastern)-New Jersey-Essex County-Newark
