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Contact IREPP
Institute for Research on Education Policy & Practice
Stanford University
520 Galvez Mall, 5th Floor
Stanford, CA 94305
Tel: 650.736.1258
Fax: 650.723.9931
Email: irepp@suse.stanford.edu
Teacher Policy Research
A research partnership between Stanford University
and the University at Albany
 

Click here to visit the Teacher Policy Research website.

Teacher Policy Research is a research partnership between Stanford University and the University at Albany that examines teachers, issues in teaching and teacher education to provide education policy makers with current, useful data to inform their policy decisions. The research is funded by organizations interested in evaluating current education policies and issues in education in order to effect change or implement new policies as needed.  The research covers a broad range of issues in teacher education policy, including teacher preparation, teacher labor markets, how teachers are distributed across schools, and teacher retention, particularly in urban, low performing schools. The Teacher Pathways Project is a multi-year study of teachers and teacher preparation programs to examine characteristics of teacher education and pathways into teaching and identify attributes that impact student outcomes in New York City schools.

This research is conducted by Pam Grossman and Susanna Loeb at Stanford University and Don Boyd, Hamilton Lankford and James Wyckoff at the University at Albany.

Teacher Pathways Project Links:

Excerpt from Executive Summary, Teacher Pathways Project

“The research will assess the role that pathways into teaching, both traditional and nontraditional… do and can play in both improving the quality of the teacher workforce and equalizing the distribution of highly qualified teachers across urban schools. The attributes of teacher preparation programs cannot be examined in isolation…[t]eacher salaries, teachers’ preferences about schools…and school district hiring practices all can affect teacher career paths and effectiveness. It is especially important to take these labor market characteristics into account when attempting to understand how to improve teaching in difficult-to-staff urban schools.”