What Keeps Teachers In and What Drives Them Out: How Urban Public, Urban Catholic, and Jewish Day Schools Affect Beginning Teachers’ Careers

by Eran Tamir
This comparative, longitudinal study of 30 beginning teachers from three mission-driven, teacher education programs explores career commitments among beginning teachers and how school environments shape them. The study confirms the importance of administration support and professional community even for elite college graduates who are highly motivated to teach and make a difference in the lives of children.
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Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools

by Laura Desimone, Thomas M. Smith & Kristie J.R. Phillips
This is a three-year longitudinal study that links teacher participation in content-focused professional development in mathematics to the use of particular types of instruction, and then examines links between those types of instruction and student achievement.
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Hands Behind Your Back

by Samina Hadi-Tabassum
This commentary addresses turn around schools in Chicago.