Identify research that can inform your grantmaking using summaries prepared by the Foundation Center.
Center for High Impact Philanthropy at University of Pennsylvania
Barrett, Katherine; Zehua Li Hahn; Katherine Hovde; Katherina Rosqueta
February 2011
Offers models for improving teachers' skills, including through apprenticeships and in-school mentoring; creating an environment for great teaching through better leadership and whole-school reform; and guidance for donors on the policy environment.
Funder(s): Ford Foundation
Carnegie Corporation of New York
Milgrom-Elcott, Talia
February 2011
Calls for improving the teacher applicant pool; preparing, recruiting and retaining the best; incentivizing hard-to-fill assignments; utilizing data to improve support systems and evaluations; and bolstering accountability. Includes lessons from abroad.
Funder(s): Carnegie Corporation of New York
Eli and Edythe Broad Foundation
December 2010
Presents findings from data collected in the Broad Prize selection process on large urban districts with higher-than-state-average performance among African-American, Latino, and low-income students and the policies and practices behind their success.
Funder(s): Eli and Edythe Broad Foundation
Bill & Melinda Gates Foundation
December 2010
Describes the foundation's work in supporting the Common Core State Standards for literacy and math and a design collaborative developing tools for teachers to help students meet them, including template tasks, instructional modules, and courses.
Funder(s): Bill & Melinda Gates Foundation
Annie E. Casey Foundation
November 2010
Presents a case study of how the Leadership in Action Program helped community leaders work collaboratively to improve school readiness through a pre-kindergarten program for refugee children, social workers encouraging early literacy, and other efforts.
Funder(s): Annie E. Casey Foundation
Brookings Institution
Glazerman, Steven; Dan Goldhaber; Susanna Loeb; Stephen Raudenbush; Douglas Staiger; Grover Whitehurst
November 2010
Outlines issues for evaluating teachers based on value added — their contribution to student learning — and the use of value added information, implications of classifying teachers, and reliability compared with other fields and evaluations.
Funder(s): Friedman Foundation for Educational Choice, Walton Family Foundation
Public Impact
Steiner, Lucy
June 2010
Describes Singapore's use of performance-linked "competencies" and rating scales for each competency, modeled on effective teachers' behaviors, to measure, reward, and develop teacher performance. Considers lessons for U.S. teacher evaluation systems.
Funder(s): Joyce Foundation
Public Impact
Hassel, Bryan C.; Emily Ayscue Hassel
June 2010
Proposes ways to extend the reach of the best teachers, who produce three times the learning gains that the least effective ones do, including focusing on instruction, managing multiple classrooms, and using technology. Looks at implementation challenges.
Funder(s): Charles and Helen Schwab Foundation, Joyce Foundation
Public Impact
Ableidinger, Joe; Julie Kowal
June 2010
Examines key strategies from outside the education sector for retaining high performers and applications for K-12: offer differentiated pay and competitive packages, opportunities for advancement, flexible and challenging work roles, and team-building.
Funder(s): Bill & Melinda Gates Foundation, Joyce Foundation
Mathematica Policy Research, Inc.
Glazerman, Steven; Allison Seifullah
May 2010
Discusses findings on the second-year impact of the TAP program, in which teachers earn extra pay and are promoted for delivering added value to student achievement and quality classroom performance, on student test scores and teacher retention rates.
Funder(s): Joyce Foundation
Wallace Foundation
April 2010
Identifies five major changes that can help transform the focus of school district central offices from administration and compliance to improving classroom instruction, including strong engagement with principals and reorganizing and "reculturing."
Funder(s): Wallace Foundation
Wallace Foundation
April 2010
Reports on a 2009 school leadership conference on lessons learned, progress, and current issues such as changing principal training programs and district offices' priorities, with insights from researchers and government, district, and school leaders.
Funder(s): Wallace Foundation
Pre-K Now
Bueno, Marisa; Linda Darling-Hammond; Danielle Gonzales
March 2010
Reviews the research on how pre-K teacher preparation affects learning and program quality. Explores the potential costs and benefits of raising preparation standards, expected challenges, and strategies states and localities have used to address them.
Funder(s): Pew Charitable Trusts
Scholastic
March 2010
Analyzes findings from a survey of teachers on challenges and solutions for higher achievement, including clear common standards, multiple measures of student performance, innovation, accurate measures of teacher performance, and bridging school and home.
Funder(s): Bill & Melinda Gates Foundation
Center for Education Policy Research at Harvard University
February 2010
Presents slides on a study of links between teacher effectiveness, based on a model that estimates gains in student test scores attributable to teachers, and hire date, certification, degree program, placement, experience, retention, and other factors.
Funder(s): Bill & Melinda Gates Foundation
Bill & Melinda Gates Foundation
February 2010
Outlines a spectrum of conditions needed for the successful implementation of teacher effectiveness reform, including shared leadership, vision, and commitment; a culture of data-driven decision making; stakeholder engagement; and supportive policies.
Funder(s): Bill & Melinda Gates Foundation
Bill & Melinda Gates Foundation
February 2010
Analyzes teacher effectiveness proposals at ten sites, including adopting multi-dimensional measures, robust evaluations, and rigorous tenure decisions; rewarding performance with differentiated pay; and placing effective teachers where most needed.
Funder(s): Bill & Melinda Gates Foundation
Mathematica Policy Research, Inc.
Glazerman, Steven; Nancy Carey; Allison McKie
May 2009
Based on test scores, teacher records, surveys, and interviews, examines the first-year impact of the TAP program, in which teachers delivering added value to student achievement and quality classroom performance earn extra pay and become mentors.
Funder(s): Joyce Foundation
Philanthropy Roundtable
Rotherham, Andrew J.
September 2008
Discusses the need to invest in high-quality teachers and principals and the best opportunities for donors to help improve human capital. Profiles current initiatives, proposes strategic priorities, and lists promising ideas requiring financial support.
Funder(s): Bill & Melinda Gates Foundation, Challenge Foundation, Joyce Foundation
Wallace Foundation
June 2008
Describes efforts by states and districts to improve training for principals, identifies key elements of success based on new research, and offers lessons for effective preparation, including more focused training and high-quality mentoring.
Funder(s): Wallace Foundation
Alliance for Excellent Education
April 2008
Analyzes the factors behind the persistent inequitable distribution of effective teachers, and recommends measures to prepare, recruit, and retain more highly qualified teachers to improve academic outcomes in schools with mainly poor minority students.
Funder(s): MetLife Foundation
Center for the Study of Teaching and Policy at University of Washington
Mezzacappa, Dale
October 2007
Describes the design and outcomes of Atlanta's Superintendent's Academy for Building Leaders in Education, a Wallace-funded program that encourages reflection, collaboration, problem-solving, and communication to improve teaching and student achievement.
Funder(s): Wallace Foundation
Stanford Educational Leadership Institute
Darling-Hammond, Linda; Michelle LaPointe; Debra Meyerson; Margaret Orr
April 2007
Presents eight case studies of effective school leadership training programs and provides the key characteristics of high-quality training to help states and districts address long-standing weaknesses in the way principals are prepared for their jobs.
Funder(s): Wallace Foundation
Wallace Foundation
March 2007
Looks at mentoring programs in two school districts — Jefferson County, Kentucky, Public Schools and New York City — and proposes quality guidelines for states and districts thinking about adopting new programs or improving existing ones.
Funder(s): Wallace Foundation
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