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.
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.
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.
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.
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.
This research brief presents a descriptive analysis of the segregation of teachers by race and ethnicity in the nation's two largest school districts, New York City and Los Angeles.
As school systems devote tremendous resources to examining the effectiveness of individual teachers, how can we encourage schools to make room for collaborative practices? This paper begins to conceptualize one avenue for reconciling these ideas: Rigurously measuring team teaching and making room for the assessment of team work in schools' evaluation processes.
This publication pulls together six important research essays from the social side of eduction blog series. Collectively, these essays make a compelling case that increasing the instructional capacity of schools requires looking beyond individual teacher effectiveness.
A comprehensive review of the empirical evidence on whether and how money matters in education, written by Rutgers Professor Bruce Baker. This is the second edition of this report.
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.