Julia H. Kaufman

Five Charts That Tell Us About the State of Public Education Right Now

To monitor education trends, RAND fields more than a dozen surveys per year to teachers, principals, and superintendents. Five charts highlight findings across different areas—staff turnover, teacher well-being, guns in schools, quality of instruction, and politics in schools—that say a lot about the state of American public education.

Social Studies Achievement Has Plummeted Nationally. Four Reasons This Trend Will Not Be Reversed Without Systemic Action

The U.S. Department of Education recently released results from the latest national social studies assessments. U.S. history scores continued a previous pattern of decline and civics scores declined for the first time ever. Reversing these trends will require concerted effort and increased investments at all levels of the U.S. education system.

How Teachers Can Shield Students from Harm as Debates Rage over Race and Gender

By conveying to girls and students of color that they are individually capable of overcoming adversity—and that who they are matters—educators might soften the blow of public laws and policies that send the opposite message.

Immigrant Location Policies Can Be Done Right, but That Isn't Happening Right Now

Sudden influxes of migrants across the southwest U.S. border are not new, but they are also increasing. Immigration relocation policies are likely one of the best ways to address migrant surges if done in an organized, humane, and thoughtful way.

Whether Democracy Is Eroding or on the Upswing Depends on What State You Live In

Voter laws, civic education opportunities, and trust in government are all important aspects of democracy that impact individuals' civic participation. If policymakers had better ways to measure and monitor this “civic infrastructure” beyond just voter turnout, a different, more complicated but complete picture of our democracy would likely emerge.

Addressing Immigration Doesn't End at the Border—Schools Need Help

All children in the United States have a right to a public education, regardless of their immigration status. But schools are not funded or staffed adequately to support a growing student population or to handle sudden surges in enrollment due to large numbers of displaced children arriving at the border.

How State Critical Race Theory Bans Could Trickle Down to the Classroom

Given the potential blowback to teaching anything related to race or gender, avoiding lessons on the experiences of women or people of color will be the path of least resistance in many schools. But discussing racism and sexism in a safe environment is crucial for students to become active, knowledgeable citizens.

The Remote Learning Paradox: Some Educators, Parents Want to Keep Online Classes Option Even Though Instruction Suffered

Despite remote learning not going particularly well during the pandemic, about one-third of U.S. schools are keeping it as an option. Is remote learning a pandemic blip or a permanent feature of public education moving ahead?

The Overlooked Support Teachers Are Missing: A Coherent Curriculum

America is still too far off from the classrooms envisioned by standards advocates, and it will take sustained effort from educational leaders to reach these ambitious goals. States and districts could prioritize efforts to support teachers to understand and implement standards both during and after the COVID-19 pandemic.

Giving Teachers the Tools They Need to Provide 21st-Century Civics Education

The Capitol attack has rightfully led to many calls for teachers to address civic education in a much more robust way in their classrooms. However, a national survey of social studies teachers suggests that teachers lack the critical training and incentives to do so.

Choosing Classroom Materials Is Complicated. Here's What Principals and District Leaders Can Do to Support Teachers

What do teachers want when it comes to instructional materials, particularly during the pandemic? Knowing the answer to this question can help district and school leaders select online materials that teachers are more likely to use and guide curriculum developers to create resources with these features in mind.

Parents: Why You Should Care About What Curriculum Materials Your Child Is Using This Year

K–12 students getting remote instruction this year may not receive the curriculum they need to master the academic standards they are expected to meet for their grade level. What can parents do to ensure their children are being exposed to standards-aligned, rigorous learning opportunities?

How to Reopen Schools: Q&A with RAND Experts

The debate over opening U.S. schools is growing more heated by the day. In this Q&A, RAND researchers discuss the different approaches for reopening, how online learning went in the spring, ways to help disadvantaged students, and more.

Three Steps States Could Take to Make Sure Learning Is More Equitable Should Schools Close Again in the Fall

The quality of remote instruction depends on whether students can connect and interact with educators online. But poverty is a major driver of who gets high-quality online instruction and who doesn't. What can states do in this new reality?

New Teacher Survey Shows That Digital Materials Were Not Optimal Before the Pandemic. Now That They Are Front and Center, How Should They Be Used?

Schools and teachers can support student learning during the COVID-19 crisis by considering how to keep curricula front and center alongside a set of targeted digital materials that connect with curricula and can keep students learning, engaged, and connected to their school support systems.

Schools Pivot Online in Wake of COVID-19: Q&A with RAND Experts

Nearly all school-age children in the United States are no longer in the classroom as districts shut down to reduce the spread of the new coronavirus. RAND education researchers discuss how this situation might exacerbate educational inequities, how districts and teachers are innovating and what they need, and what parents can do.

Elevating Teacher Voices, Along with Their Salaries to Professionalize Teaching in Louisiana

Salary raises have a direct impact on teachers' day-to-day lives. But efforts like those in Louisiana to elevate teachers' voices, and not just their salaries, are more likely to make a real difference for the teaching profession by creating a clear career ladder. The state's efforts could also be cultivating a teaching force that is providing students with the curricula and instruction they need to achieve at higher levels.

Louisiana's Education System Is Evolving: Here's What Parents Need to Know

Louisiana has taken big steps to improve its education policies and the education of the state's children, from birth to grade 12. Parents can help their children benefit from the reforms by being informed about the changes and knowing how to take advantage of new resources.

Giving State Educators What They Need to Stand Apart—and Together

States have an opportunity to provide better instructional materials to teachers hungry for more resources aligned with state standards. By focusing on what they agree students should learn, states could work together to build curricula and shore up other key supports.

Principals in Small Districts Receive Far Less 'Instructional Leadership' Support, Survey Shows

Until recently, little was known about how much support principals in the United States receive to be effective “instructional leaders.” A national survey shows that mentors and supervisors do provide feedback focused on principals' role in teaching and learning, but the amount varies.

Inspiring Better Teacher Planning and Instruction or Just Adding Noise?

Teachers can and should have the freedom to select and develop at least some of their own instructional resources. But whether sites like Amazon Inspire will actually save teachers time and help them find high-quality resources is up for debate.

Commentary

The American Mathematics Educator Study: Unraveling the Formula for Equitable and Excellent Mathematics Teaching and Learning

Authors lay out a research agenda for the American Mathematics Educator Study by synthesizing what they know from mathematics education research regarding key factors that shape equitable, high-quality mathematics teaching and learning. 

Report

Designing and Implementing Micro-Credentials to Support STEM Teaching: Lessons from Louisiana's Project to Improve Pre-Engineering and Computer Science Education Through Micro-Credentialing

The authors describe the development and implementation of micro-credentials that allow teachers to demonstrate competency in science, technology, engineering, and mathematics (STEM) instructional topics.

Report

State Curriculum Reforms and Their Potential Contribution to Instructional System Coherence: A Case Study of Rhode Island and Tennessee

RAND researchers investigate how English language arts curriculum reforms in Rhode Island and Tennessee might be related to the adoption and use of standards-aligned curriculum materials and teachers’ perceptions of instructional system coherence.

Report

How Do Teachers Spend Professional Learning Time, and Does It Connect to Classroom Practice? Findings from the 2022 American Instructional Resources Survey

The authors examine how teachers use professional learning time, such as collaborative learning, workshops or trainings, and coaching, and the extent to which professional learning improves teaching and student learning.

Report

Teachers' Perceptions of Coherence in K–12 English Language Arts and Mathematics Instructional Systems

RAND researchers interviewed a sample of members of the American Teacher Panel who responded to the spring 2022 Coherent Instructional Systems Survey to examine how teachers perceive and navigate coherence within their instructional systems.

Report

Coherence in English Language Arts and Mathematics Instructional Systems Across the United States

Using survey responses from a nationally representative sample of public school kindergarten through grade 12 (K-12) English language arts and math teachers, RAND researchers examine teachers' perceptions of instructional system coherence.

Tool

The Improving Instructional System Coherence Toolkit: A Resource for K–12 Districts and Schools

This toolkit, along with an accompanying workbook and slide deck, is intended to help district and school leaders investigate and reflect on the extent to which coherence is present in their instructional systems.

Report

The Missing Infrastructure for Elementary (K–5) Social Studies Instruction: Findings from the 2022 American Instructional Resources Survey

This report uses data from the RAND Corporation's American Educator Panels to investigate the state of infrastructure to support elementary social studies instruction during the 2021-2022 school year.

Report

Walking on Eggshells—Teachers' Responses to Classroom Limitations on Race- or Gender-Related Topics: Findings from the 2022 American Instructional Resources Survey

In this report, drawing on the spring 2022 American Instructional Resources Survey, the authors examine teachers' awareness of and responses to limitations on how they can address race- or gender-related topics in their instruction.

Report

Defining and Measuring Civic Infrastructure

This report offers a framework for defining civic infrastructure, then presents measures that provide information to help monitor civic infrastructure across the nation, in individual states, in communities, and across diverse populations.

Report

American Instructional Resources Surveys: 2022 Technical Documentation and Survey Results

This technical report provides information about the sample, survey instruments, and resultant data for the American Instructional Resources Surveys that were administered to principals and teachers in spring 2022 via RAND's American Educator Panels.

Report

What K–12 English Language Arts and Mathematics Instructional Materials Were Newly Purchased and Used for the 2021–2022 School Year? Findings from the 2022 American Instructional Resources Survey

In this report, the authors build on previous research by drawing on nationally representative survey data from English language arts and mathematics teachers to better understand teachers' use of new instructional materials.

Report

How Are U.S. Public School Teachers Approaching Civic and Citizenship Education?

A survey of U.S. teachers was used to assess how civic and citizenship education is being provided, what teachers view as the most important aims of this education, and whether U.S. teachers' views match those of teachers in other countries.

Report

How States Are Creating Conditions for Use of High-Quality Instructional Materials in K–12 Classrooms: Findings from the 2021 American Instructional Resources Survey

In this report, the authors examine adoption and use of instructional materials using survey self-reports from teachers across the United States and from a network of states that is focused on improving use of standards-aligned materials.

Report

A Snapshot of Anti-Bias Education in U.S. K–12 Schools: Findings from the 2021 American Instructional Resources Surveys

RAND researchers leverage nationally representative survey data of kindergarten through 12th grade (K–12) public school teachers to examine whether teachers report providing anti-bias education and what anti-bias education looks like in K–12 schools.

Report

English Language Arts Instructional Systems in the First Full Year of COVID-19

The authors focus on teachers' perceptions of the guidance received on English language arts instruction and instructional system coherence during the first full year of COVID-19 (2020–2021), and how teachers' perceptions compared with 2019–2020.

Report

American Instructional Resources Surveys: 2021 Technical Documentation and Survey Results

This technical report provides information about the sample, survey instrument, and resultant data for the American Instructional Resources Surveys administered to principals and teachers in spring 2021 via RAND's American Educator Panels.

Report

The Rise of Standards-Aligned Instructional Materials for U.S. K–12 Mathematics and English Language Arts Instruction: Findings from the 2021 American Instructional Resources Survey

The authors examine the use of standards-aligned curriculum materials for kindergarten through 12th grade mathematics and English language arts instruction among public school teachers across the United States.

Report

Educating Newcomers: K–12 Public Schooling for Undocumented and Asylum-Seeking Children in the United States

This report models numbers of undocumented and asylum-seeking children crossing the U.S. southwest border, reviews the federal and state policy landscapes for their education, and provides case studies of how schools are managing education for them.

Research Brief

Undocumented and Asylum-Seeking Children from Central America and Mexico: Where They Are and How Schools Are Doing

RAND researchers assessed how the current increase in undocumented and asylum-seeking children across the U.S. southwest border may affect the K–12 school system and conducted case studies of how schools are managing education for these students.

Report

School Leaders' Role in Selecting and Supporting Teachers' Use of Instructional Materials: An Interview Study

The authors examine what school leaders regard as the key dimensions of quality instructional materials and describe the role that school leaders play in guiding the selection and use of instructional materials.

Research Brief

Supporting Principals to Lead on the Selection and Use of Instructional Materials in Classrooms

This brief discusses findings from several RAND reports on principals' roles with respect to instructional materials. Recommendations describe how stakeholders can prepare and support principals to lead in selecting and using instructional materials.

Report

COVID-19 and the State of K–12 Schools: Results and Technical Documentation from the Spring 2021 American Educator Panels COVID-19 Surveys

The authors provide technical information about the sample and survey instrument, along with resultant descriptive data, for the COVID-19 surveys administered to principals and teachers via RAND's American Educator Panels in spring 2021.

Report

Divergent and Inequitable Teaching and Learning Pathways During (and Perhaps Beyond) the Pandemic: Key Findings from the American Educator Panels Spring 2021 COVID-19 Surveys

This Data Note provides a picture of students' learning experiences in kindergarten through grade 12 schools that have adopted a variety of operational models (e.g., fully in-person, hybrid, fully remote) during the 2020–2021 school year.

Report

COVID-19 Testing in K–12 Schools: Insights from Early Adopters

This report describes approaches that early adopters of COVID-19 testing in U.S. K–12 schools were using as of December 2020, highlighting key facilitators that made testing feasible, acceptable, and effective.

Journal Article

Teachers Are Not All Right: How the COVID-19 Pandemic Is Taking a Toll on the Nation's Teachers

Findings discuss issues affecting teacher wellbeing during the pandemic, including higher workloads and increased teacher burnout.

Report

Teachers' Perceptions of What Makes Instructional Materials Engaging, Appropriately Challenging, and Usable: A Survey and Interview Study

In this report, the authors examine how middle and high school English language arts and mathematics teachers use and perceive their instructional materials in terms of how engaging, challenging, and usable they are.

Report

Preparing Children and Youth for Civic Life in the Era of Truth Decay: Insights from the American Teacher Panel

In this report, part of a series tied to the Truth Decay initiative, national survey results from U.S. teachers demonstrate how they promote students' civic learning and the conditions that support or hinder those efforts.

Report

COVID-19 and the State of K-12 Schools: Results and Technical Documentation from the Fall 2020 American Educator Panels COVID-19 Surveys

This report provides information about the sample, survey instrument, and data for the coronavirus disease 2019 surveys that were administered to principals and teachers in fall 2020 via the RAND Corporation's American Educator Panels.

Report

Will This School Year Be Another Casualty of the Pandemic? Key Findings from the American Educator Panels Fall 2020 COVID-19 Surveys

In this Data Note, researchers present findings on teaching and learning during a pandemic by drawing on surveys administered via the RAND American Educator Panels to nationally representative samples of teachers and principals in October 2020.

Report

Exploring Coherence in English Language Arts Instructional Systems in the Common Core Era

Coherence among instructional components is key to changing teachers' practices in standards-based reforms. This report uses survey data to explore the coherence of school-level instructional systems in Louisiana, Massachusetts, and Rhode Island.

Report

Growing Teachers from Within: Implementation, Impact, and Cost of an Alternative Teacher Preparation Program in Three Urban School Districts

The authors investigated implementation and costs of the Teacher Effectiveness and Certification (TEACh) initiative in three urban school districts, as well as the program's impact on teacher recruitment, job performance, and retention.

Report

Prepared for a Pandemic? How Schools' Preparedness Related to Their Remote Instruction During COVID-19

Using responses to the American Educator Panels, RAND researchers investigate how schools' pre-pandemic planning translated into remote learning practices and principals' confidence in student achievement during the COVID-19 pandemic.

Report

American Instructional Resources Surveys: 2020 Technical Documentation and Survey Results

This technical report provides information about the sample, survey instrument, and resultant data for the American Instructional Resources Surveys administered to principals and teachers in spring 2020 via RAND's American Educator Panels.

Report

The Digital Divide and COVID-19: Teachers' Perceptions of Inequities in Students' Internet Access and Participation in Remote Learning

Researchers investigate the relationship between teachers' reports of students' internet access and their interaction with students and families during school closures related to the coronavirus disease 2019 (COVID-19) pandemic.

Report

How Instructional Materials Are Used and Supported in U.S. K–12 Classrooms: Findings from the 2019 American Instructional Resources Survey

New results from the RAND American Instructional Resources Survey, which was fielded to a national sample of public teachers and school leaders in spring 2019, shed light on how teachers use instructional materials in their classroom.

Report

Social Studies Teachers' Trust in Institutions and Groups: Civic Development in the Era of Truth Decay

This Data Note, one in a series, describes survey responses from social studies teachers for kindergarten through 12th grade about their trust in institutions and willingness to accept recommendations or information from members of particular groups.

Report

Social Studies Teachers' Perspectives on Key Civic Outcomes in 2010 and 2019: Civic Development in the Era of Truth Decay

This Data Note, one in a series, describes changes in high school teachers' perspectives regarding the importance of teaching various topics related to students' civic development and regarding the role of social studies instruction more generally.

Report

Which Parents Need the Most Support While K–12 Schools and Child Care Centers Are Physically Closed?

The coronavirus disease 2019 (COVID-19) pandemic has been particularly challenging for parents as schools and child care centers closed or switched to distance learning in spring 2020. RAND researchers examine which parents need the most support.

Report

Teachers' Civics Instructional Materials: Civic Development in the Era of Truth Decay

Public schools play a role in combating Truth Decay by supporting students' civic development. Teachers' instructional materials provide a window into civic education; this Data Note unpacks where these materials come from and how they are used.

Report

2019 American Teacher Panel Civic Education Survey: Technical Documentation

As part of the RAND Corporation's Truth Decay initiative, researchers surveyed public-school social studies teachers about approaches to civic education. This report, one in a series of six, provides technical information about the survey.

Report

Media Use and Literacy in Schools: Civic Development in the Era of Truth Decay

This Data Note examines social studies teachers' reports regarding how they and their schools promote media literacy and the appropriate use of media. It also summarizes teachers' perceptions of challenges associated with media literacy and use.

Report

Taking Stock of Principal Pipelines: What Public School Districts Report Doing and What They Want to Do to Improve School Leadership

The authors share new findings about the about the presence and potential importance of principal pipeline activities for preparing, hiring, supporting, and evaluating school leaders across the United States as reported by district administrators.

Report

Teaching and Leading Through a Pandemic: Key Findings from the American Educator Panels Spring 2020 COVID-19 Surveys

Drawing on the RAND Corporation's American Educator Panels, this Data Note presents nationally representative teacher and principal survey results on several aspects of schooling during the coronavirus disease 2019 (COVID-19) pandemic.

Research Brief

Ensuring That the Measuring and Improving Student-Centered Learning Toolkit Is Easy to Use and Produces Accurate, Meaningful Results

This research brief summarizes the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools assess the extent of student-centered learning in their schools.

Report

Evidence on the Validity, Reliability, and Usability of the Measuring and Improving Student-Centered Learning (MISCL) Toolkit: Key Takeaways and Lessons on Developing Tools for School Improvement

This report summarizes a study on the validity, reliability, and usability of the Measuring and Improving Student-Centered Learning Toolkit, which was developed to help high schools measure the extent of student-centered learning in classrooms.

Report

COVID-19 and the State of K–12 Schools: Results and Technical Documentation from the Spring 2020 American Educator Panels COVID-19 Surveys

This technical report provides information about the sample, survey instrument, and resultant data for the coronavirus disease 2019 (COVID-19) surveys administered to principals and teachers via RAND's American Educator Panels in spring 2020.

Journal Article

Day by Day: Investigating Variation in Elementary Mathematics Instruction That Supports the Common Core

This article investigates the extent to which students were being engaged in complex practices exemplified by Common Core State Standards for Mathematics and the Standards for Mathematical Practice on a daily basis, according to teachers' reports.

Report

Are U.S. Teachers Using High-Quality Instructional Materials?

This American Educator Panels Data Note examines teachers' use of high-quality curricula materials for mathematics and English-language arts.

Report

American Instructional Resources Survey: 2019 Technical Documentation and Survey Results

This technical report provides information about the sample, survey instrument, and resultant data for the American Instructional Resources Surveys administered to principals and teachers in spring 2019 via RAND's American Educator Panels.

Report

Raising the Bar for Early Childhood Education: Early Signals on How Louisiana's Education Policy Strategies Are Working for Early Childhood Providers and Community Networks

This report, part of a four-part series on the implementation and outcomes of Louisiana's education initiatives, focuses on the state's efforts to support and improve early childhood education.

Report

Raising the Bar for Graduation Pathways to College and Work: Early Signals on How Louisiana's Education Policy Strategies Are Affecting College and Career Readiness

This report, part of a four-part series on implementation and outcomes of Louisiana's education initiatives, focuses on Louisiana's high school graduation pathways, which aim to improve college readiness, career readiness, and financial aid access.

Report

Raising the Bar for K–12 Academics: Early Signals on How Louisiana's Education Policy Strategies Are Working for Schools, Teachers, and Students

This report, part of a four-part series on the implementation and outcomes of Louisiana's education initiatives, focuses on Louisiana's strategies to support and improve K-12 academics.

Report

Raising the Bar for Teacher Preparation: Early Signals on How Louisiana's Education Policy Strategies Are Working Across the State

This report, part of a four-part series on the implementation and outcomes of Louisiana's education initiatives, focuses on the state's strategies for K-12 teacher preparation.

Report

The "Raising the Bar" Series on Louisiana's Education Policy Strategies to Support Students from Birth Through High School: Technical Appendix — Data Sources and Methods

This technical appendix describes the data sources, samples, and analytic methods used in a series of reports examining implementation and outcomes associated with Louisiana's education policy actions.

Research Brief

What Other States Can Learn from Louisiana's Ambitious Efforts to Reshape Its Education System

This brief highlights findings from a series of four reports that examine Louisiana's education policy strategies, how they are being implemented, and how those policy actions are related to successful student outcomes.

Tool

Tools for Improving Corequisite Models: A Guide for College Practitioners

This toolkit acts as a guide to improvement strategies for teams of practitioners at colleges, providing them with the knowledge and tools they need to carry out rapid cycles of data-driven improvement to address issues they face on the ground.

Research Brief

How Educators and Employers Can Align Efforts to Fill Middle-Skills STEM Jobs

This Research Brief explores the alignment of oil and gas industry--related college courses with employer needs in Ohio, Pennsylvania, and West Virginia, as well as ways in which employers and educators can collaborate to improve these courses.

Report

Supporting Middle-Skills STEM Workforce Development: Analysis of Workplace Skills in Demand and Education Institutions' Curricular Offerings in the Oil and Gas Sector

In this report, researchers examine the alignment of college STEM education with the needs of employers in the tri-state region of Ohio, Pennsylvania, West Virginia, as well as STEM areas in which college students need more support.

Report

Implementation and Outcomes of the Appalachian Renaissance Initiative in Eastern Kentucky Schools

The Appalachian Renaissance Initiative provided principals, teachers, and students in rural Eastern Kentucky with opportunities to support and improve teaching and learning. This evaluation examines its implementation and outcomes.

Journal Article

Validity Evidence Supporting Use of Anchoring Vignettes to Measure Teaching Practice

This paper addresses two potential drawbacks of survey self-report measures: variation in teachers' interpretation of response scales and their interpretation of survey questions.

Research Brief

What Teachers Know and Do in the Common Core Era: Findings from the 2015–2017 American Teacher Panel

This brief describes work derived from five reports in RAND Education, which summarize some changes in what teachers know about Common Core standards and what they do in the classroom, based on RAND American Teacher Panel surveys.

Report

Changes in What Teachers Know and Do in the Common Core Era: American Teacher Panel Findings from 2015 to 2017

RAND Corporation researchers use data from surveys of the American Teacher Panel in 2015, 2016, and 2017 to provide evidence of change in teachers' use of instructional materials and knowledge of state standards and standards-aligned practices.

Report

Aligned Curricula and Implementation of Common Core State Mathematics Standards: Findings from the American Teacher Panel

This report presents findings from a 2016 American Teacher Panel survey, which gathered information about teachers' instructional materials for mathematics, their understanding of their mathematics standards, and their standards-aligned practices.

Research Brief

Raising the Bar for Student Outcomes in Louisiana

This brief examines Louisiana's approach to improving student outcomes, highlighting overarching themes and identifying potential policy implementation challenges.

Report

Raising the Bar: Louisiana's Strategies for Improving Student Outcomes

Louisiana has received attention for new education policies and promising early results. This report describes Louisiana's approach to improving student outcomes since 2012 and summarizes potential policy implementation challenges.

Report

School Supports for Teachers' Implementation of State Standards: Findings from the American School Leader Panel

This report examines two key school supports that could help teachers address state standards in their instruction: curriculum requirements and school leader knowledge of standards.

Report

Connecting What Teachers Know About State English Language Arts Standards for Reading and What They Do in Their Classrooms: Findings from the American Teacher Panel

In 2016, RAND researchers reported on teachers' understanding and implementation of their state standards for English language arts. This report provides an update based on a spring 2016 survey of the RAND American Teacher Panel.

Research Brief

Principal Pipelines: What Are They and What Do They Cost?

RAND Corporation analysts estimated school district costs for putting in place and operating principal pipelines based on data collected from six urban districts that participated in The Wallace Foundation's Principal Pipeline Initiative.

Report

U.S. Teachers' Support of Their State Standards and Assessments: Findings from the American Teacher Panel

Presents data from the American Teacher Panel to examine teachers' support for their state standards and assessments.

Report

What It Takes to Operate and Maintain Principal Pipelines: Costs and Other Resources

This report presents an approach for understanding the district resources and expenditures required to prepare, hire, evaluate, develop, and support school leaders and provides estimates of those resources and expenditures.

Report

Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy: Findings from the American Teacher Panel

This report examines teachers' implementation of K--12 state standards for mathematics and English language arts and literacy. Results are intended to identify areas where teachers may benefit from guidance about how to address their state standards.

Report

Use of Open Educational Resources in an Era of Common Standards: A Case Study on the Use of EngageNY

The purpose of this report is to better understand the uses of EngageNY in order to shed light on the channels through which open educational resources could better support teachers and the implementation of state standards.

Report

What Supports Do Teachers Need to Help Students Meet Common Core State Standards for English Language Arts and Literacy? Findings from the American Teacher and American School Leader Panels

This report shares U.S. educators' perspectives on their readiness and needs for support to help students meet Common Core and other state standards, drawing on findings from a nationally representative survey of K-12 teachers and school leaders.

Report

Support for Instructional Leadership: Supervision, Mentoring, and Professional Development for U.S. School Leaders: Findings from the American School Leader Panel

This report presents findings from a nationally representative survey of school principals regarding on-the-job supports that districts offer school leaders, particularly focusing on school leader supervision, mentoring, and professional development.

Report

What Supports Do Teachers Need to Help Students Meet Common Core State Standards for Mathematics? Findings from the American Teacher and American School Leader Panels

Presents summary data from web-based surveys of U.S. teachers on how prepared they feel to address new mathematics standards in their instruction.

Report

What Are Teachers' and School Leaders' Major Concerns About New K–12 State Tests? Findings from the American Teacher and American School Leader Panels

This report shares U.S. principals' and teachers' concerns about implementation of state assessment tests aligned to the new standards, drawing on survey data from RAND's American Teacher Panel (ATP) and American School Leader Panel (ASLP).

Report

Creating a Coherent System to Support Instruction Aligned with State Standards: Promising Practices of the Louisiana Department of Education

RAND researchers provide evidence that teachers in Louisiana implement state standards in ways that are significantly different from teachers in other states and examine department of education strategies that might be contributing to these results.

Draft

Preliminary Findings about the Implementation of Common Core State Standards Based on the May 2014 Field Tests of the American Teacher Panel and the American School Leader Panel

Presents illustrative findings from a field test of the American Teacher Panel and the American School Leader Panel, conducted in May 2014, focusing on perceptions and practices related to the Common Core State Standards.

Journal Article

Factors Associated with Alignment Between Teacher Survey Reports and Classroom Observation Ratings of Mathematics Instruction

We investigated the alignment between a teacher survey self-report measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula.

Report

Development of a K–12 Financial Education Curriculum Assessment Rubric

RAND researchers document the current state of the literature and advance a set of criteria for assessing the content, utility, quality, and efficacy of K-12 financial education curricula.

Tool

A Tool for Reviewing K–12 Financial Education Curricula

To help educators think about which curriculum to use, and to better understand the strengths and gaps in the curriculum currently being used, the RAND Corporation developed this tool for reviewing financial education curricula.

Report

Student Mental Health in California's K–12 Schools: School Principal Reports of Common Problems and Activities to Address Them

Reports results of a survey of K-12 principals to take inventory of student mental health and wellness needs and the types of programs schools are most often implementing to help students in California's public schools.

Journal Article

Mathematics Teacher Development in the Context of District Managed Curriculum

The purpose of this study was to develop and test the viability of a conceptual framework for analyzing mathematics instruction and mathematics teacher development within the context of policies regarding district-wide adoption of curriculum.

Journal Article

How Curriculum and Classroom Achievement Predict Teacher Time on Lecture- and Inquiry-Based Mathematics Activities

This study drew on data from a large, randomized trial of Cognitive Tutor Algebra (CTA) in high-poverty settings to investigate how mathematics curricula and classroom achievement related to teacher reports of time spent on inquiry-based and lecture-based mathematics activities.

Journal Article

Supporting Sustainability: Teachers' Advice Networks and Ambitious Instructional Reform

Scaling up instructional improvement remains a central challenge for school systems.