Education for Democracy: A Statement of Principles, is a signatory statement released by the American Federation of Teachers, The Educational Excellence
Written on November 2, 2018
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.
Written on May 5, 2016
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.
Competing Strands Of Educational Reform Policy: Can Collaborative School Reform and Teacher Evaluation Reform Be Reconciled?Written on April 7, 2016
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.
Written on April 5, 2016
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.
Written on January 20, 2016
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.