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Problems with the Use of Student Test Scores to Evaluate Teachers was co-authored by ten influential scholars assembled by the Economic Policy Institute. The policy analysis explores the claim that "American public schools generally do a poor job of systematically developing and evaluating teachers" and that the use of student test scores to evaluate teachers leads to detrimental results (Baker et al., 2010, p.1).

In the article "Hometown Disadvantage? It Depends on Where You're From," Reininger (2012) examines patterns of geographic mobility of new teachers and compares them to mobility patterns of other college graduates and high school graduates. Reininger (2012) further examines teacher preference for working close to home and local teacher labor supply.

Examines a policy in Miami-Dade which allows for the involuntary transfer of teachers. Typically low-performing teachers from low-achieving schools are transferred to higher achieving schools.

In the article "Hometown Disadvantage? It Depends on Where You're From," Reininger (2012) examines patterns of geographic mobility of new teachers and compares them to mobility patterns of other college graduates and high school graduates. Reininger (2012) further examines teacher preference for working close to home and local teacher labor supply.

A policy analysis of the effect of the Quality Teacher and Education Act of 2008 on San Francisco Schools teacher quality and retention.

This 2013 report summarizes the research on effective PD for teachers and guides school boards on how to design and fund PD that works

The author recommends that policymakers embrace the complexity of the issue of determining teacher effectiveness through assessment. She encourages examination of those issues which contribute to the complexity before developing and implementing assessment plans.

Hot topic policy publication