Teachers and Teaching

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The challenge of transforming underperforming schools and improving student achievement drives RAND's commitment to education. RAND research on teachers and teaching explores a wide range of topics, including instructional practices, technology in the classroom, class size, teacher recruitment and retention, and teacher quality and effectiveness.

  • Teacher calling on an elementary student in class, photo by Monkey Business/Adobe Stock

    Report

    How Prepared Are Educators to Support Diverse Students?

    Jul 25, 2019

    Most principals and teachers surveyed agreed that their preservice training prepared them to lead a school or teach in a classroom, but just over 60 percent of them felt prepared to support nonwhite and low-income students. White educators felt less prepared than their nonwhite peers.

  • A school teacher talks with a student, holding a DNA helix model, photo by Steve Debenport/Getty Images

    Research Brief

    How Teacher Effectiveness Spills Over into Other Classrooms

    May 28, 2019

    Teachers' effectiveness ripples out beyond their own students and affects the experiences of their pupils' future peers. Ignoring these "spillover" effects underestimates a teacher's value by at least 30 percent.

Explore Teachers and Teaching

  • A group of teachers looking at data, photo by SolStock/Getty Images

    Report

    Teachers Find Value in National Educator Survey Data

    More than 80 percent of teachers reported that their peers' responses to surveys about topics like social and emotional learning and curriculum would be useful. Those in higher-poverty schools were more likely to report that data on many topics would be useful for improving their instruction.

    Oct 10, 2019

  • Elementary school teacher helping pupils as they work at desk in classroom, photo by Monkey Business/AdobeStock

    Report

    Teacher Perspectives on Social and Emotional Learning in Massachusetts

    Teachers are largely responsible for implementing social and emotional learning (SEL) programs and policies. How do teachers in Massachusetts feel about the importance of SEL? And what are their opinions on approaches to and support for SEL instruction?

    Oct 2, 2019

  • A teacher and a student presenting to class, photo by FatCamera/Getty Images

    Commentary

    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.

    Sep 18, 2019

  • A teacher pointing to a textbook helping a student, photo by monkeybusinessimages/Getty Images

    Report

    Teachers Need Access to High-Quality Materials

    When asked about their instructional materials, U.S. mathematics teachers were more likely to report regular use of at least one high-quality material compared to English-language arts teachers, although high school teachers did so less than their elementary or middle school counterparts. More open-access online materials could help.

    Sep 12, 2019

  • Children looking down at the camera, photo by FatCamera/Getty Images

    Commentary

    Back to School Means Back to SEL for America's Teachers and Principals

    Schools are increasingly adopting programs and practices to build social and emotional learning (SEL) skills. Policymakers can benefit from understanding the educator perspective: how they feel about SEL, what they're doing to promote it, and what resources they need.

    Sep 4, 2019

  • Teachers talking in a school hallway, photo by DGLimages/Getty Images

    Report

    Educators Turn to Colleagues for Help with Struggling Students

    When students have academic or behavioral challenges, educators often consult with another teacher, support staff, principal, or district leader to weigh strategies. When selecting interventions, they consider relevance to local context, rigor of evidence, and feasibility.

    Aug 15, 2019

  • Report

    AEP Data Note Technical Appendix 2

    This technical appendix provides additional information about the sample, data, and estimation strategy that were used for a series of AEP Data Notes published by the RAND Corporation in 2019.

    Aug 15, 2019

  • A teacher holding a tablet and talking to a student, photo by Monkey Business Images/Adobe Stock

    Report

    Do Teachers Have What They Need to Support Students with Unique Learning Profiles?

    Many students face unique educational circumstances, such as learning disabilities, housing instability, and exposure to poverty. Do teachers have what they need to help these students succeed?

    Jul 11, 2019

  • Periodical

    RAND Review: July-August 2019

    This issue spotlights a strategy to reduce roadway deaths to zero; a school principal initiative that yielded positive results for schools and students; and a data-driven effort to enhance equity in a major U.S. city.

    Jul 1, 2019

  • A teacher helping students draw with colored pencils, photo by Jack F/Adobe Stock

    Report

    Do Educators Have What They Need to Teach Students with Disabilities?

    To serve students with high-incidence disabilities, teachers need a supportive school culture, collaboration and planning time, resources and training, access to data, and tools for using data. Survey data sheds light on the extent to which these supports are available to general and special educators in U.S. schools.

    Jun 27, 2019

  • A row of lockers in a high school, photo by Monkey Business Images/Getty Images

    Report

    Secondary Educators Consider Discipline Reform a Priority

    One quarter of principals and 31 percent of teachers surveyed identified discipline reform as one of the top three most important interventions needed in their secondary schools. And those in high-poverty schools were more likely than those in low-poverty schools to do so.

    Jun 13, 2019

  • 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.

    Jun 11, 2019

  • Elementary students holding hands and running, photo by monkeybusinessimages/Getty Images

    Research Brief

    Support for Social and Emotional Learning Is Widespread

    Most U.S. educators believe that social and emotional learning (SEL) improves student outcomes and school climate. They agree that students should develop and apply skills like managing emotions and setting and achieving positive goals. But teachers tend to assign greater importance to SEL skills than principals.

    May 30, 2019

  • A group of elementary school children wearing athletic clothing, photo by FatCamera/Getty Images

    Report

    Teacher and Principal Perspectives on Social and Emotional Learning

    In recent years, the availability of resources to address the concept of social and emotional learning (SEL) has expanded in U.S. schools. What are educators' opinions of SEL? And what SEL-related programs, practices, and assessments are they implementing?

    May 30, 2019

  • Principal and teachers in a staff meeting, photo by asiseeit/Getty Images

    Report

    Principals Are More Optimistic Than Teachers About School Improvement Plans

    School improvement plans have been a central feature of American school reform for over two decades. Most educators are familiar with these plans, but principals are more likely than teachers to believe that they change teaching practices and improve schools in a five-year period.

    May 16, 2019

  • Teachers talking in a classroom, photo by SolStock/Getty Images

    Report

    How Educators View the Rapid Life Cycle of School Reforms

    Researchers and educators have noted the emergence of a school reform "churn." New initiatives and programs are adopted, only to be dropped when the next popular reform emerges. How do principals and teachers perceive continuity in the programs at their schools?

    Apr 11, 2019

  • High school principal talks with students outside at school, photo by asiseeit/Getty Images

    Commentary

    For Teachers, a Good Boss Makes All the Difference

    Districts that try to place an effective leader in every school could reap educational benefits in the classroom. Giving a teacher a good boss also could be a powerful element in a broader strategy to recruit and retain highly effective educators.

    Apr 4, 2019

  • Students raise their hands in the classroom as their teacher reads from a book, photo by monkeybusinessimages/Getty Images

    Journal Article

    Teachers Can Make a Difference Beyond Their Own Classrooms

    Schools may be undervaluing good teachers by at least 30 percent. How? Because they aren't considering the spillover effects that better-educated students have on their peers.

    Apr 3, 2019