Quality Counts 2008: Tapping Into Teaching
From Education Week
This annual report is free to Education Week registered guests and subscribers. The report includes strategies that states can use to unlock the full potential of the teaching profession.

ENCOURAGING GIRLS IN MATH AND SCIENCE
The National Center for Education Research (NCER) has released "Encouraging Girls in Math and Science," the second in a series of guides about education. Developed by a panel of experts, this guide brings together the best available evidence and expertise to provide educators with specific and coherent evidence-based recommendations on how to encourage girls in the fields of math and science. The objective is to provide teachers with specific recommendations that can be carried out in the classroom without requiring systemic change. Other school personnel having direct contact with students -- such as coaches, counselors, and principals -- may also find the guide useful. The guide offers five recommendations and indicates the quality of the evidence that supports the recommendations:

1. Teach students that academic abilities are expandable and improvable.
2. Provide prescriptive, informational feedback.
3. Expose girls to female role models who have succeeded in math and science.
4. Create a classroom environment that sparks initial curiosity and fosters long-term interest in math and science.
5. Provide spatial skills training.

New Paper Frames Roles for College Leaders in Advancing Innovation
From: ACE net
Amid calls for enhanced innovation from business, government and advocacy organizations, a new publication from the Center for Effective Leadership at the American Council on Education (ACE) explores the challenges and opportunities of innovation in higher education. The report, The Times Demand Innovation: Responding to Declining Resources and Heightened Accountability, finds that as policy shapers and opinion leaders have made innovation a national priority, colleges and universities are also being asked to increase innovation?both in their own managerial effectiveness and by producing more innovative knowledge through research and development.Summarizing a roundtable conversation on innovation held earlier this year by eight college and university presidents, The Times Demand Innovation reviews the current environment for innovation in higher education and proposes ideas to help college and university leaders advance innovation on their campuses.

To Dream the Impossible Dream: Four Approaches to National Standards and Tests-- Two-thirds of schoolchildren in America attend class in states with mediocre (or worse) expectations for what their students should learn. While 37 states have updated or revised their state standards in at least one subject during that period, on the whole they are just as mediocre as ever. That's just one of the findings of Fordham's The State of State Standards 2006, which evaluates state academic standards. The average state grade is a "C-minus"--the same as six years earlier, even though most states revised their standards since 2000. Does this make the case for national standards?

No Child Left Behind Database: The Education Commission of the States (ECS) has a new database on 'who is saying what' about the No Child Left Behind reauthorization. ECS has collected information from the top education organizations in the U.S. The database includes groups such as NEA, Ed Trust, and AFT about adequate yearly progress and teacher quality among other topics. Check it out at www.ecs.org/nclbreauthorization

School Leadership: The nation's school superintendents are the subject of a study released today by the American Association of School Administrators' Center for System Leadership. "The State of the American School Superintendency: A Mid-Decade Study" examines the evolving role of superintendents. This year's study find superintendents say they enjoy good working relationships with their school boards, and are evaluated favorably. If you want to learn more about the people leading our nation?s school districts the report can be read on AASA's web site at www.aasa.org/leadership/SuperintendentStudy.cfm

REPORT CARD: The 2007 Nation's Report Card in Mathematics and Reading analyzes the performance of school students in grades fourth through eighth. Access data online at http://nationsreportcard.gov./

High School Teaching for the Twenty-first Century: Preparing Students for College
From: the Alliance for Ed Excellence
On September 12, the Alliance released High School Teaching for the Twenty-first Century: Preparing Students for College with a panel of national experts on teacher quality discussing how the teacher preparation pipeline, from pre-service training to professional development, can be strengthened in order to raise the quality of high school teaching in order to prepare students for success beyond the high school diploma. Studies show that college remediation rates are high and college completion rates are low, signaling that a fundamental disconnect exists between the way that high school teachers prepare their students for the future and what students truly need to know to meet the demands of college. Decades of reform have focused on restructuring high schools or increasing course requirements for graduation, but the nation has so far failed to address the biggest factor in improving student success-the type of teaching that occurs inside the classroom. Plans and actions designed to reform high schools must include efforts to improve teaching with the goal of preparing all students for postsecondary education.

View the full presentation at http://www.all4ed.org/events/HSTeach21st/agenda.html

The panel included:

• Dr. Linda Darling-Hammond, Stanford University School of Education, AACTE Board of Directors
• Ms. Kim McClung, Kent-Meridian High School
• Dr. Cyndie Schmeiser, ACT, Inc.
• Dr. Jane West, American Association of Colleges of Teacher Education
• Dr. Doug Wood, Executive Director, National Academy for Excellent Teaching, Teachers College

High School Exit Exams in the United States
From: the Center on Education Policy
The Center on Education Policy released the sixth annual report on state high school exit exams in the United States. Since 2002, CEP has performed the most comprehensive study into the policy, practice, implementation and impact of state high school exit exams. The report, based on information collected from 26 states with current or planned exit exams, shows that exit exams remain a force in American education, currently affecting the majority of U.S. high school students. The report highlights recent developments in state implementation, including withholding diplomas, and recommendations to increase the effectiveness of the exams. The report also contains expanded areas of reporting on changes that have occurred over the past year in intervention (strategies used to raise initial pass rates) and remediation (strategies used to raise cumulative pass rates) at both the state and local levels with an emphasis on those efforts aimed at closing the achievement gaps.

ECS launches NCLB reauthorization database
From: Education Daily
The Education Commission of the States launched its No Child Left Behind Reauthorization database Wednesday to track the statements of education policy stakeholders on the upcoming renewal of the Elementary and Secondary Education Act. "As Congress prepares to reauthorize this far-reaching law, we wanted to take the lead in providing a tool to better inform the national debate for all interested parties," said ECS President Roger Sampson. "In my view, many of the recommendations ultimately tie back to effective leadership at the school level." The database includes the recommendations of 15 national organizations for revising specific NCLB requirements and provisions as well as how recent education reform priorities should be part of the NCLB discussion. "ECS is one of the few national education policy organizations that could objectively review and analyze what influential groups are requesting as Congress moves forward," said Kansas Gov. Kathleen Sebelius, the chairwoman of ECS. According to the ECS synthesis and analysis of 15 key education policy stakeholders across 16 issues, the greatest collective agreement coalesced around the need for growth models, flexibility for special education students and English-language learners, full funding of NCLB, increased state and local capacity to help low-performing schools, a boost to professional development, and targeting assistance to the highest-need schools and students

HELPFUL BACK TO SCHOOL STATISTICS
From: the National Center on Education Statistics
Nearly 50 million students are heading off to approximately 97,000 public elementary and secondary schools for the fall term. Before the school year is out, an estimated $489 billion will be spent related to their education, with an average of $9,969 to be spent per pupil for fall enrollment in public elementary and secondary schools. Some 3.2 million teachers are projected to be employed in public elementary and secondary schools in 2007-08. And more than 1.1 million students -- about two percent of all students -- will be homeschooled. These are just a few of the statistics contained in "Back to School Stats," compiled by the Institute of Education Sciences' research and statistical centers. Follow the link below for more statistical information about American elementary, secondary and postsecondary schools, students, and the educational process.

Reauthorizing the Elementary and Secondary Education Act of 1965: Recommendations from the Center on Education Policy
From: the Center on Education Policy
Since the No Child Left Behind Act (NCLB) was signed into law in 2002, the Center on Education Policy (CEP) has been monitoring the effects of this important national policy. Today, CEP released recommendations for changes to the Elementary and Secondary Education Act of 1965 (ESEA) as amended by NCLB. These recommendations grow out of the main findings of CEP's research on the effects of NCLB.

Implementing the No Child Left Behind Teacher Requirements
From: the Center on Education Policy
A report in the series From the Capital to the Classroom: Year 5 of the No Child Left Behind Act. Today, the Center on Education Policy released a report that examines how states and school districts have implemented the No Child Left Behind Act's teacher quality requirements. The report finds that, according to state and district officials, the NCLB highly qualified teacher requirements have had minimal or no impact on student achievement and have not had a major impact on teacher effectiveness. The report also discusses state and district implementation of the federal requirements to equitably distribute experienced, highly qualified teachers among higher and lower poverty schools.

"An American Imperative: Transforming the Recruitment, Retention, and Renewal of Our Nation's Mathematics and Science Workforce"
A coalition of higher education and business leaders has joined the call for improving America's education in science, technology, engineering, and mathematics (STEM) with a new report.

The Business-Higher Education Forum proposes a strong role for businesses in making these improvements, which it says could double the number of college graduates in the STEM fields in 8 years.

The report also calls for creating a new administrator position in high schools, similar to that of a provost on university campuses, to support teachers in curriculum and instruction. The report is available at http://www.bhef.com/solutions/anamericanimperative.asp

?Preparing STEM Teachers: The Key to Global Competitiveness?
On June 21, 2007, AACTE, along with the U.S. Senate Science, Technology, Engineering and Mathematics (STEM) Education Caucus, hosted a Congressional Briefing on, ?Preparing STEM Teachers: The Key to Global Competitiveness?, in Washington D.C.

Valdine McLean (NV) and Lisa M. Suarez-Carabello (OH), two exemplary secondary STEM teachers, shared their successes in the classroom and provided recommendations to policymakers on how to address the critical shortage of effective STEM teachers. Dr. Linda Darling-Hammond of Stanford University provided an overview of how other nations invest in the preparation of their STEM teachers in order to sustain a competitive economy. And Robin Willner of IBM provided an business perspective on the critical need for effective STEM teachers to educate our nation?s future workforce. Sharon Robinson, president and CEO of AACTE, will serve as moderator. View testimony of speakers here. View speaker biographies here.

AACTE released a publication, ?Preparing STEM Teachers: The Key to Global Competitiveness?, which highlights 50 teacher preparation programs across the country dedicated to increasing the number of effective K-12 STEM educators.

NCTAF Study: Teacher Attrition Costs U.S. Over $7 Billion Annually

A new analysis by the National Commission on Teaching and America's Future (NCTAF) pegs the cost of teacher turnover at $7.3 billion—for the 2003-2004 academic year alone.

The calculation is the result of an 18-month study of five diverse school districts; Chicago Public Schools (IL), Milwaukee Public Schools (WI), Granville County Schools (NC), Jemez Valley Public Schools (NM), and Santa Rosa Public Schools (NM).

Based on these districts' experiences in dealing with teacher turnover—recruiting, hiring, processing, and training replacement staff—the study found that cost varies according to districts' size and type of induction programs and that district data systems are not designed to control these costs.

To help address the turnover problem and curb the cost waste, NCTAF recommends investing in better induction programs for new teachers; targeting comprehensive retention strategies to at-risk schools where turnover is most severe; tracking annual turnover and its costs, which would require upgrading district data systems; and amending the No Child Left Behind Act to hold school leaders accountable for turnover.
Visit the the NCTAF web site for the study.

ECS Issues Paper on Community Colleges' Role in Teacher Preparation
The Education Commission of the States (ECS) has released an issue paper on the role of community colleges in preparing America's teachers. The report describes the variety of programs offered across the country, ranging from 2+2 arrangements with universities to alternative-certification postbaccalaureat programs, and articulates the challenges confronting them. Visit www.ecs.org/clearinghouse/74/01/7401.pdf (PDF)

Educating School Researchers by Arthur Levine

Technology Counts 2007
A Digital Decade
Technology Counts looks back, and ahead, after 10 eventful years. www.edweek.org/ew/toc/2007/03/29/index.html
Education Week

Transforming Arts Teaching: The Role of Higher Education
The Dana Foundation initiative Transforming Arts Teaching: The Role of Higher Education will examine the role of teacher education colleges, conservatories, fine arts colleges, and other higher education institutions in preparing and advancing those who teach the arts to young people, grades preK-12. Transforming Arts Teaching will include the fall, 2007 release of a Dana Press publication featuring case studies and profiles of higher education ?best practices? from around the nation.

To be considered for selection, please complete the survey available at http://www.dana.org/grants/artseducation/transformingartsed/ no later than Friday, February 16, 2007.

An expert advisory committee will review the survey submissions during spring, 2007, and you will be notified in May, 2007 if your profile will be included in the Dana Press publication.

Questions regarding the Transforming Arts Teaching survey may be directed to transformingartsteaching@dana.org.

Quality Counts 2007: From Cradle to Career: Connecting American Education from Birth Through Adulthood
From: Education Week

New Commission on the Skills of the American Workforce report Tough Choices or Tough Times
The New Commission on the Skills of the American Workforce released its report entitled Tough Choices or Tough Times. The report, which proposes a plan for the total overhaul of U.S. education by 2021, calls for a major change in the relationship between teacher preparation institutions and K-12 schools.

AACTE has also developed brief ?Talking Points? and ?Selected Highlights? to aid our institutional representatives who may be called upon by the media to provide feedback We encourage you to take this opportunity to highlight your program?s effectiveness and describe any efforts currently underway that address relevant recommendations in the report. The report?s Executive Summary, and information about purchasing the full report, can be found at http://www.skillscommission.org

Educating School Teachers by Arthur Levine - AACTE Media Response and Talking Points for Members

AACTE would like to bring to your attention a much-awaited report by Arthur Levine, entitled Educating School Teachers. We expect that some of our member institutional representatives will receive calls from your local media affiliates about this report and we would like to provide you with AACTE?s official response to the report and executive summary written by Dr. Levine.

You may certainly incorporate into your own response and feel free to use AACTE?s statement as needed in your comments to the media. Please reach out to AACTE should you have any questions regarding this report or need additional help in formulating your media response. You may contact Alyssa Mangino at amangino@aacte.org or by phone at 202.478.4596

Response to Educating School Teachers by Dr. Arthur Levine from Sharon P. Robinson, president and CEO AACTE. September 18, 2006

Executive Summary - Educating School Teachers by Dr. Arthur Levine

Educating School Teachers Full Report

Digest of Education Statistics for 2005
The National Center for Education Statistics posted its complete 2005 Digest of Education Statistics in August 2006. The primary purpose of the Digest of Education Statistics is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. . The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, libraries, and international education. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data.

The Economic Promise of Investing in High-Quality Preschool: Using Early Education to Improve Economic Growth and the Fiscal Sustainability of States and the Nation
From: Committee for Economic Development
This report maintains that costly academic-remediation programs are draining state and federal budgets, when money would be better spent getting 3- and 4-year-olds ready to learn. The result, the report says, would boost the nation's economy and deliver returns of at least between $2 and $4 for every dollar states and the federal government invest. The role for businesses, according to the report, is to push states to fund these preschool programs.

Technology Counts 2006
The Information Edge
Technology Counts 2006?the ninth edition of Education Week's annual report on educational technology?examines how technology and education policies are evolving to support the use of data to improve student achievement.

Trends in International Mathematics and Science Study (TIMSS) The Trends in International Mathematics and Science Study (TIMSS) provides reliable and timely data on the mathematics and science achievement of U.S. students compared to that of students in other countries. TIMSS data has been collected in 1995, 1999, and 2003. The United States will next collect TIMSS data in Spring 2007. Highlights from the TIMSS 2003

Quality Counts at 10:
A Decade of Standards-Based Education
From: Education Week

NCTAF Issues Paper on Inducation
A new research report from the National Commission on Teaching and America's Future highlights the importance of building communities for successful induction of new teachers. Inducation Into Learning Communities is available at http://www.nctaf.org/documents/nctaf/NCTAF_Induction_Paper_2005.pdf

Educating School Leaders
Educating School Leaders, a study by Arthur Levine, president of Columbia University's Teachers College, denounces the quality of most of the country's preparation programs for school leaders. Issuing a cry to replace the Ed.D. degree with a new master's degree in educational administration, the report says current Ed.D. programs' quality ranges from "inadequate to appalling." The study criticizes educational leadership programs for being "engaged in a counterproductive 'race to the bottom,' in which they compete for students by lowering admission standards, watering down coursework and offering faster and less demanding degrees."

College Readiness Crisis Spurs Call for Change by ACT in Nation's Core High School Curriculum
IOWA CITY, Iowa-Even with a diploma in hand, many high school graduates do not have all of the skills to succeed in college-level coursework or workforce training. This is the conclusion of a new report from ACT, titled Crisis at the Core: Preparing All Students for College and Work. Among the findings, only 22 percent of the 1.2 million high school graduates who took the ACT Assessment in 2004 achieved scores that would deem them ready for college in all three basic academic areas-English, math, and science. Visit ACT's site for the press release and report.

Postsecondary Report Card Released
The National Center for Public Policy and Higher Education has released its biennial report card on higher education in the United States. Measuring Up 2004 grades states on preparation, participation, affordability, completion, and benefits of education and training beyond high school, and for the first time, this year's report highlights 10-year trends in performance across the nation as well as by state. State-by-state comparisons and other information from this and previous reports are available online at www.highereducation.org

Washington, D.C.-Alliance for Childhood issues report
In a report released September 30, 2004, the Alliance for Childhood calls for a new definition of technology literacy. The Alliance argues that a new approach to technology education is needed what will help children develop the wisdom, compassion, courage, and creative energy they will need to face the daunting ethical choices of a high-tech future. View the report, Tech Tonic. Technology Counts 2004:
Global Links: Lessons From the World
The United States is among the leaders in the world in providing access to school computers, but it lags behind some other nations in frequency of school computer use and Internet availability at school, according to Education Week's annual report on educational technology. This year's report examines school technology use around the world. Also includes state snapshots. Read the executive summary.

Center on Education Policy Report
From the Capital to the Classroom: Year 2 of the No Child Left Behind Act
This report from the Center on Education Policy describes the implementation and effects of the No Child Left Behind Act (NCLB) during calendar year 2003, the second year of the Act's existence. The information in this report is based on a survey of 47 states and the District of Columbia, a nationally representative survey of 274 school districts, in-depth case studies of 33 urban, suburban, and rural school districts, and other research methods.

Teacher Quality Report Issued
The University of Florida's College of Education has published a collection of papers focusing on strategies successfully used to recruit and retain teachers in Florida and elsewhere. Presented during last year's President's Symposium on Teacher Quality, Retention, and Recruitment, the papers give an overview of Florida's education system and offer ways to improve the quality of public education. Click here for the report (PDF).

Quality Counts 2004 Released
Quality Counts 2004: Count Me In, the eighth annual report on the condition of education in the states, highlights trends in its perennial data on standards and accountability, teacher quality, school climate, and the adequacy and equity of resources; the special focus this year is on students with disabilities. To view the report compiled by Education Week, visit www.educationweek.org.

AAUP Report Assesses Constraints on Academic Freedom
The American Association of University Professors has released a report appraising the USA Patriot Act and the limitations it has placed on academic freedom following September 11, 2001. The report discusses information restrictions as well as elevated barriers to entry into the United States by foreign students and scholars and concludes with a series of recommendations to faculty, administrators, and educational organizations. To view the report, visit www.aaup.org

Teacher Quality: Understanding The Effectiveness of Teacher Attributes Teacher quality matters. This new Economic Policy Institute study suggests that, when it comes to teacher quality, the No Child Left Behind Act may be taking schools in the wrong direction by, among other things, de-emphasizing the importance of courses on how to teach. An executive summary of new research by University of Maryland professor Jennifer King Rice, sketches what is know about the kind of training and experience teachers need to teach effectively and for their students to succeed in school. The book analyzes nearly 80 studies in the link between teacher attributes and performance, and looks at a variety of areas, including certification, teacher test scores, coursework and degrees. Executive Summary

Preparing Teachers Around the World
This international study compares and contrasts teacher education and certification policies in the United States with those in Australia, England, Hong Kong, Japan, Korea, the Netherlands, and Singapore. http://www.ets.org/research/pic/prepteach.pdf

The Nation's Report Card: Trial Urban District Assessment Released
NCES released findings from the National Assessment of Educational Progress for the first Trial Urban District Assessment (TUDA), conducted in reading and writing in 2002. Click here for the findings.

Secretary's Second Annual Report Available Online
Meeting the Highly Qualified Teachers Challange (PDF)
This is the Secretary's Second Annual Report on Teacher Quality.

A Research Report on the Undergraduate Training of Secondary School Teachers
Internationalizing Teacher Education: What Can Be Done

Study on Districtwide Strategies to Improve Instruction and Achievement
Beyond Islands of Excellence: What Districts Can Do to Improve Instruction and Achievement in All Schools.
Learning First Alliance released the findings from a new study on high poverty school districts. The study looks at how districtwide strategies to improve instruction have helped the five districts raise student achievement across races and ethnicities. This report contains important findings and recommendations about what it takes to "scale up" education success and what roles key stakeholders--boards, central offices, unions, principals, teachers, parents, and colleges of education--must play to make it happen.

View the Press Release and report (PDF). For additional information, please contact the AACTE Professional Issues Department at aacte@aacte.org or 202/293-2450. The Learning First Alliance is a partnership of 12 of the nation's leading education associations, of which AACTE is a member.

No Child Left Behind Act Regulations
In August 2002, the Department of Education released proposed regulations on part A of Title I of the No Child Left Behind Act of 2001 and invited the public to submit comments regarding the proposals.

On November 26, 2002, after reviewing those comments, the Department of Education released its final regulations regarding the No Child Left Behind Act.
http://www.ed.gov/PressReleases/11-2002/11262002.html

National Groups Call for Collaboration
The National League of Cities, the Learning First Alliance and the National Collaboration for Youth have issued a joint position statement outlining their agreement on critical steps communities must take to ensure success for America's children and youth. For more information, please visit http://www.learningfirst.org/news/jointposition.html

The Effectiveness of "Teach for America" and Other Under-Certified Teachers on Student Academic Achievement: A Case of Harmful Public Policy
This study, conducted by Ildiko Laczko-Kerr and David C. Berliner, examines the student achievement gains of certified and "under-certified" teachers, including those who entered teaching through the short cut, alternative entry program, Teach for American (TFA). Using the SAT-9 standardized test as the outcome measure, the researchers found that 1) students of the TFA teachers did NOT perform significantly different from students of other under-certified teachers, and 2) that students of certified teachers out-performed students of teachers who were under-certified. This was true on all three sub-tests of the SAT 9--reading, mathematics and language arts. Published in the Education Policy Analysis Archives it is available online at http://epaa.asu.edu/epaa/v10n37/

Out-of-Field Teaching Common
The National Center for Education Statistics has released a report on out-of-field teaching. The report finds that middle school teachers are more likely than high school teachers to teach out of field, with some subjects, like physical science, having only 7% of teachers with recognized subject credentials. Additionally, out-of-field teachers in the classroom correlate with poor student performance. The report is available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002603

Technology Report Released
Learning with Technology: Evidence that technology can, and does, support learning
Commissioned by Cable in the Classroom and written by Dr. James Marshall.

Report Urges Abolition of Certification
A highly controversial report released at a meeting of the Education Leaders Council (ELC) calls for the abolition of teacher certification, claiming the research base supporting traditional teacher preparation is critically flawed.

Written by Kate Walsh for the Abell Foundation, Teacher Certification Reconsidered: Stumbling for Quality examines the national body of research advocating teacher certification, but it does not ask whether certification requirements increase teacher quality and lead to higher student achievement. The report is available online at http://www.abell.org/pubsitems/ed_cert_1101.pdf.

In response to the Abell report's criticism of much of her research, Linda Darling-Hammond, executive director of the National Commission on Teaching & America's Future, quickly issued The Research and Rhetoric on Teacher Certification: A Response to "Teacher Certification Reconsidered," which criticizes the report as inaccurate and politically motivated. She concludes, "Kate Walsh has dismissed or misreported much of the existing evidence base . . . the policies Walsh endorses could bring harm to many children, especially those who are already least well served by the current system. Those who make such arguments for eliminating one of the few protections these children have should bear the burden of proof for showing what they propose could lead to greater equity and excellence in American schools."

Click here for the full text of Darling-Hammond's response.

Eight Questions on Teacher Preparation:
What Does the Research Say?
This ECS report reviews the body of research on teacher preparation to ascertain what evidence the research truly provides and what its implications are for policy. The report is based on a review of 92 studies selected, using rigorous criteria, from more than 500 originally considered. These studies were used to answer eight questions about teacher preparation that are of particular importance to policy and education leaders.  Click here for the report.

Critical Hours Afterschool Programs and Educational Success
This report available from the Nellie Mae Education Foundation pays special attention to the effects of afterschool programs on the academic achievement and overall development of middle school students. Dr. Beth M. Miller central conclusion is that afterschool programs can, indeed, make a valuable contribution to how well children perform in school. Available in Portable Document Format (.PDF) at:
http://www.nmefdn.org/uimages/documents/Critical_Hours.pdf

New Teachers' Experiences of Hiring: Preliminary Findings from a Four-State Study
http://www.gse.harvard.edu/~ngt/Liu%20Hiring%20AERA2003.pdf
Research on beginning teachers suggests that more than a third are hired after the school year starts, and that most are jumping into jobs where they are expected to shoulder the same responsibilities as their more experienced colleagues.

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