E. D. Hirsch (1996) A developmentalist vision of schooling that animates most teacher training is a root cause of schools that fail to bring about student achievement. http://www.commentarymagazine.com/article/the-schools-we-need-by-e-d-hirsch-jr/
J. E. Stone (2000) Teacher-educators have lost sight of the public’s educational aims, and that this misalignment between what the public wants and what experts believe is best is the primary source of dissatisfaction with public education. http://www.independent.org/pdf/working_papers/35_teacher.pdf
Louisiana Board of Regents (2013) Louisiana has been reporting on the effectiveness of training programs since 2000. https://regents.la.gov/divisions/planning-research-and-academic-affairs/academic-affairs/teacher-education-initiatives/teacher-preparation-transformation-1-0-and-2-0/teacher-preparation-transformation-1-0-1999-2012/teacher-preparation-education-policy-and-guidelines/institutional-reports-for-preparation-of-teachers/
Tennessee Higher Education Commission (2013) Teacher training may be the single most important contributor teacher effectiveness but few states actually measure the student achievement gains produced by the graduates of their teacher preparation programs. Tennessee and Louisiana are the exceptions. The Praxis Examinations long used by state teacher licensure agencies have little demonstrated relationship to student achievement gains ( Buddin & Zamarro , RAND, 2009) http://www.tn.gov/thec/Divisions/fttt/13report_card/1_Report%20Card%20on%20the%20Effectiveness%20of%20Teacher%20Training%20Programs.pdf
RAND (2014) Value-added measures of teaching and schooling in Tennessee and elsewhere affirm that effective teaching is indispensable to improved student achievement. Schools and districts with top performing teachers are the ones that do the most to lift the achievement of their students. Schools and districts with an overload of low performing teachers can put even advantaged students at risk by letting them slide away from the excellence of which they are capable. https://www.rand.org/education-and-labor/projects/measuring-teacher-effectiveness/teachers-matter.html
PBS (2014) “In case after case, charters achieve that which the public schools have failed to do for decades.” http://www.pbs.org/closingtheachievementgap/debate_charter.html
Center for Education Reform (2014) “Charter schools do not inevitably succeed but they do incentivize better teaching and learning, and they do push competing public schools to improve. Charters played a key role in Newark and the The Center for Education Reform can provide numerous other examples of success.” https://www.edreform.com/issues/choice-charter-schools/
Dale Russakoff (May 19, 2014) “The politics, the controversy, the educational challenge that is Newark all pointed to failure–but that isn’t what happened to the students.” http://www.newyorker.com/magazine/2014/05/19/schooled
Peterson and Hanushek (Sept 11, 2013) “The subpar performance of US students has dire implications for the US economy” http://online.wsj.com/news/articles/SB10001424127887323324904579042672762472600
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