13 research outputs found
Economic Perspectives on Investments in Teacher Quality
This article reviews and critiques the ways in which researchers have used both productivity theory and human capital theory in efforts to measure the returns on investments in improving teacher quality. While studies utilizing these theories to measure investment returns provide useful insights, a critical need exists for research that advances our knowledge about the conceptual links between investments in teacher quality policies and improved student performance. The article also discusses several strategies for improving investigations regarding the returns on investments in improving teacher quality, including more refined measurement strategies, clearer conceptual frameworks, and a greater emphasis on resource re-allocation
Financing K-12 Education in Washington State
The fiscal consequences of the change to a performance-based education system are particularly acute in Washington
Redefining and Improving School District Governance
Explores recent research literature and emerging practices concerning the roles and responsibilities of district school boards and the issues impeding or assisting their effectiveness
Leading, Learning, and Leadership Support
Offers a framework for improving learning-focused leadership through the use of data and evidence, reallocation of resources, redefined roles and responsibilities, assessment of leadership performance, better governance, and a focus on high schools
Allocating Resources and Creating Incentives to Improve Teaching and Learning
Offers insights from scholarly literature, related theory, and practical activities to inform the efforts of policymakers, researchers and practitioners to allocate resources and create incentives that result in powerful, equitable learning for all
How Leaders Invest Staffing Resources for Learning Improvement
Analyzes staffing challenges that guide school leaders' resource decisions in the context of a learning improvement agenda, staff resource investment strategies that improve learning outcomes equitably, and ways to win support for differential investment
Spending on Instructional Staff Support Among Big City School Districts: Why Are Urban Districts Spending at Such High Levels?
In a recent study conducted under the auspices of the Center for the Study of Teaching and Policy (CTP), we found that U.S. school districts, on average, direct 2.8% of their annual budgets toward what the Census Bureau defines as instructional staff support
Learning-Focused Leadership and Leadership Support: Meaning and Practice in Urban Systems
Synthesizes three reports on what good education leadership means and how it can best be supported, including the role of the school leader and the transformation of central district offices to focus more on improving instruction. Outlines key practices
Economic Perspectives on Investments in Teacher Quality
This article reviews and critiques the ways in which researchers have used both productivity theory and human capital theory in efforts to measure the returns on investments in improving teacher quality. While studies utilizing these theories to measure investment returns provide useful insights, a critical need exists for research that advances our knowledge about the conceptual links between investments in teacher quality policies and improved student performance. The article also discusses several strategies for improving investigations regarding the returns on investments in improving teacher quality, including more refined measurement strategies, clearer conceptual frameworks, and a greater emphasis on resource re-allocation