Education Drivers

Professional CEUs / Advanced Degrees

Conventional wisdom is that professional development enhances teacher skills and improves student performance. Core to this belief is that an advanced degree produces significant dividends with students. Support for the idea can be seen in the nation’s significant investment in teacher pay for acquiring advanced degrees. Ninety-six percent of the school districts included in the National Council on Teacher Quality (NCTQ) Teacher Contract Database pay teachers with master’s degrees more than those with bachelor’s degrees. The vast majority of districts also incentivize teachers for completing continuing education units (CEU). Despite the expenditure of more than $15 billion annually, a substantial body of evidence suggests that advanced degrees and CEU training do not produce an instructional advantage. Advanced degrees in mathematics do correlate with a small increase in mathematics scores as measured by the National Assessment of Educational Progress (NAEP) and value-added studies. This conclusion is not surprising as no standards are shared across advanced degree programs and extensive disparities exist in the quality of training. Evidence suggests that resources will be better spent on payments for training based on coaching.

Publications

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Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing

Effective Teachers Make a Difference

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

States, J., Detrich, R. & Keywroth, R. (2012). Effective Teachers Make a Difference. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 1-46). Oakland, CA: The Wing Institute.

 

Data Mining

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Does National Board for Professional Teaching Standards (NBPTS) Certification Make a Difference in Student Achievement?
The review compared the performance of NBPTS certified teachers and a control group of non-certified teachers and the role certification has on student achievement.
States, J. (2011). Does National Board for Professional Teaching Standards (NBPTS) Certification Make a Difference in Student Achievement? Retrieved from does-national-board-for.

 

Presentations

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Teacher Professional Development
This paper reviewed the current research on best practices for teacher training, the current model for teacher training, and the gaps between research and practice.
Keyworth, R. (2013). Teacher Professional Development [Powerpoint Slides]. Retrieved from 2013-wing-presentation-redux-randy-keyworth.
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Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007-08 Schools and Staffing Survey. First Look.

This report presents selected findings from the school principal data files of the 2007-08 Schools and Staffing Survey (SASS).  It provides the following descriptive information on school principals by school type, student characteristics, and other relevant categories: number, race/ethnicity, age, gender, college degrees, salary, hours worked, focus of work, years experience, and tenure at current school.

Battle, D. (2009). Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007–08 Schools and Staf ng Survey (NCES 2009-323). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2011-12 Schools and Staffing Summary, First Look

The Characteristics of Public and Private Elementary School Principals in the United States is a subsection of the NCES 2011-12 Schools and Staffing Survey (SASS). It provides descriptive statistics on K-12 school principals in areas such as: race, gender, education level, salary, experience, and working conditions.

Bitterman, A., Goldring, R., Gray, L., Broughman, S. (2014).Characteristics of Public and Private Elementary and Secondary School Principals in the United States:Results From the 2011-12 Schools and Staffing Summary, First Look. IES, National Center for Education Statistics, U.S. Department of Education

Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education.

This book synthesizes and assesses existing research on teacher education, as well as
providing a rigorous and even-handed analysis of the weight of the evidence about the
impact of teacher education and pre-service education.

Cochran-Smith, M. and Zeichner, K. M. (2005). Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Lawrence Erlbaum Associates. Mahwah, NJ 07430

Getting beneath the veil of effective schools: Evidence from New York City

This paper examines data on 39 charter schools and correlates these data with school effectiveness. We find that class size, per-pupil expenditure, teacher certification, and teacher training—are not correlated with school effectiveness. In stark contrast, we show that frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations—explains approximately 45 percent of the variation in school effectiveness.

Dobbie, W., & Fryer Jr, R. G. (2013). Getting beneath the veil of effective schools: Evidence from New York City. American Economic Journal: Applied Economics, 5(4), 28-60.

Trends in Public and Private School Principal Demographics and Qualifications: 1987 - 88 to 2011 - 12

This report provides descriptive information on traditional public, charter, and private school principals over the period of 1987-88 through 2011-12. It includes comparative data on number of principals, gender, race/ethnicity, age, advance degrees, principal experience, teaching experience, salaries, hours worked, focus of work, experience and tenure at current schools, etc.

Hill, J., Ottem, R., & DeRoche, J. (2016). Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12. Stats in Brief. NCES 2016-189. National Center for Education Statistics.

Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 2015-16 National Teacher and Principal Survey First Look

The National Teacher and Principal Survey is completed every four years soliciting descriptive information from principals and teachers across the 50 states. One of the follow-up reports tracks information specifically on traditional public and charter school principals across various school and student characteristics (e.g. number of principals, age, advance degrees, salaries, hours worked, focus of work, experience and tenure at current schools, etc.). A few highlights include: Sixty percent of school principals have been at their schools for three years or less. The higher the percent of a school’s students qualifying for free- or reduced-price lunches, the shorter the tenure of the school’s principal. Charter school principals are paid less than those in traditional public school; they have a lower percentage of advanced college degrees; they are younger; and they have more control over standards, curriculum, and professional development.

 

Taie, S., and Goldring, R. (2017). Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 201516 National Teacher and Principal Survey First Look (NCES 2017-070). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017070.

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National Council on Teacher Quality (NCTQ)

The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.

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