This research brief presents a comprehensive summary of the collection and availability of teacher diversity data, based on our 2017 survey of all 51 state education agencies.
Written on September 18, 2018
Written on April 17, 2017
Teaching in Context (Harvard Education Press, 2017) provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The volume is edited by ASI senior fellow Esther Quintero and has a foreword by Andy Hargreaves.
Written on September 21, 2015
At the same time that the minority student population in the U.S. has increased dramatically, the percentage of nonwhite teachers nationwide only increased from 12 to 17 percent between 1987 and 2012. This report analyzes the national trends and takes a closer look at what has been happening in nine major U.S. cities, finding that substantial representation gaps between minority teachers and minority students persist.
Written on April 2, 2019
This report presents measures of the effort, adequacy, and fairness of each state's school finance system, using a new public database compiled by researchers at ASI and Rutgers Graduate School of Education.
Written on November 2, 2018
Education for Democracy: A Statement of Principles, is a signatory statement released by the American Federation of Teachers, The Educational Excellence
Written on July 6, 2018
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Written on December 1, 2017
This book chapter explores how to make the evidence movement more inclusive so that education stakeholders can meaningfully participate in the production and use of research.
Written on November 1, 2017
This research brief presents an analysis of student segregation by race and ethnicity in the District of Columbia, with a particular focus on segregation within and between public and private schools.
Written on August 1, 2017
Written on June 6, 2016
Bruce Baker and Mark Weber (Rutgers University) use existing research and original analysis to dismantle the common myth that U.S. public schools spend more money and get worse results than do other developed nations, and provide discussion and analysis of what can and cannot be learned from existing data.