This paper explores ways districts can reduce the costs (in terms of lost school productivity and lost training investments) of teacher turnover.
Systems across the country are rethinking how they manage teacher and leader talent. To inform these management efforts, CRPE examines pressing problems and new approaches related to how districts and schools find, develop, and retain their workforce.
This paper explores ways districts can reduce the costs (in terms of lost school productivity and lost training investments) of teacher turnover.
This report analyzes the incentives under which public school teachers and leaders work. It concludes that there are few rewards for producing high levels of student achievement and many rewards for work that does not...
This report presents the results of an analysis of perceived barriers to high school redesign and real impediments embedded in federal and state statutes and regulations, as well as in local district policies in the...
This is the introductory report from the “Inside Charter Schools” initiative, a multi-year, federally funded study of the people and work of charter schools.
This chapter of Hopes, Fears, & Reality: A Balanced Look at American Charter Schools in 2006 presents the results of a meeting between charter school leaders and teachers union leaders to discuss areas of agreement...
This edition of Hopes, Fears, & Reality explores some of the most controversial issues facing the charter school movement and the implications of continued growth for leading players in the charter school debates.
The National Charter School Research Project and the Progressive Policy Institute convened a meeting of local, state, and national leaders from both the charter school and teachers union communities to address ongoing battles between teachers...
This Research brief summarizes the sixth and final report in the Center’s leadership series, which examines principal licensing requirements.
This report examines licensure content for principals to address whether the licenses that states require encompass the knowledge and skills principals need and how decisionmakers might rethink licenses.
This working paper presents a principal-agent model in the context of public schools to help explain the factors that affect district decisions about merit pay.
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