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Access concise summaries of the key findings and recommendations from research related to the Department of Education's Reform Goals and links to the full reports.
"Knowledge from the Field" enables funders to quickly identify research that can inform their grantmaking activities related to the Department of Education's (DOE) Reform Goals. Foundation Center staff have summarized the studies included in this resource and pulled out the key findings and recommendations identified by the reports' authors. For definitions of the goals and details on how they correspond to the Foundation Center criteria used to identify actual foundation grants related to these goals click here.
Each summary lists the report's title, publisher, author(s), publication month and year, area of DOE focus, a brief description, key findings and/or recommendations, funders(s), subject(s), and geographic focus. This resource is being updated weekly. If you would like to recommend a report for inclusion in this repository, e-mail Reina Mukai at rkm@foundationcenter.org.
Using Competency-Based Evaluation to Drive Teacher Excellence: Lessons From Singapore
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
3X for All: Extending the Reach of Education's Best
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
Shooting for Stars: Cross-Sector Lessons for Retaining High-Performing Educators
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
An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Two Year Impact Report
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
Central Office Transformation for District-Wide Teaching and Learning Improvement
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
Education Leadership: An Agenda for School Improvement
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
Primary Sources: America's Teachers on America's Schools
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
Teacher Employment Patterns and Student Results in Charlotte-Mecklenburg Schools
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
Empowering Effective Teachers: Readiness for Reform
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
Empowering Effective Teachers: Strategies for Implementing Reforms
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
An Evaluation of the Teacher Advancement Program (TAP) in Chicago: Year One Impact Report
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
Achieving Teacher and Principal Excellence: A Guidebook for Donors
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
Becoming a Leader: Preparing School Principals for Today's Schools
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
Improving the Distribution of Teachers in Low-Performing High Schools
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
A Better Pipeline to the Principalship
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
Preparing School Leaders for a Changing World: Lessons From Exemplary Leadership Development Programs
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
Getting Principal Mentoring Right: Lessons From the Field
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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