The Secretary's Third Annual Report on Teacher Quality
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Babu, S. and Mendro, R. (2003). Teacher accountability: HLM-based teacher effectiveness indices in the investigation of teacher effects on student achievement in a state assessment program. Paper prepared for the 2003 American Educational Research Association meeting, Chicago, Ill.

Carey, K. (2004). "The real value of teachers: Using new information about teacher effectiveness to close the achievement gap," The Education Trust, 8 (1): 5.

Cross, R., Rebarber, T., Torres, J., and Finn, C. (2004). Grading the systems: The guide to state standards, tests, and accountability policies. Washington, D.C.: Thomas B. Fordham Foundation.

Computer Systems Policy Project. (2004). Choose to compete: How innovation, investment, and productivity can grow U.S. jobs and ensure American competitiveness in the 21st century. Washington, D.C. Available online at: http://www.cspp.org/documents/choosetocompete.pdf. Accessed July 6, 2004.

Feistritzer, C. (2004). Alternative teacher certification: A state-by-state analysis 2003. Washington, D.C.: National Center for Education Information.

Hess, F. (2004). Common sense school reform. New York: Palgrave Macmillan.

Hess, F. (2001). Tear down this wall: The case for a radical overhaul of teacher certification. Washington, D.C.: Progressive Policy Institute.

Huang, G., Reiser, M., Parker, A., Muniec, J., and Salvucci, S. (2003). Institute of Education Sciences findings from interviews with education policy-makers. Prepared by Synectics for Management Decisions, Inc. Arlington, Va. Available online at: http://www.ed.gov/rschstat/research/pubs/findingsreport.pdf. Accessed July 6, 2004.

Levin, J. and Quinn, M. (2003). Missed opportunities: How we keep high-quality teachers out of urban classrooms. New York: The New Teacher Project.

Mayer, D., Decker, P., Glazerman, S., and Silva, T. (2003). Identifying alternative certification programs for an impact evaluation of teacher preparation. Cambridge, Mass.: Mathematica Policy Research, Inc.

McCaffrey, D., Lockwood, J.R., Koretz, D., and Hamilton, L. (2003). Evaluating value-added models for teacher accountability. Santa Monica, Calif.: RAND Corporation.

Mendro, R., Jordan, H., Gomez, E., Anderson, M., and Bembry, K. (1998). An application of multiple linear regression in determining longitudinal teacher effectiveness. Paper presented at the 1998 Annual Meeting of AERA, San Diego, Calif.

Mitchell, R. and Barth, P. (1999). Not good enough: A content analysis of teacher licensing examinations. Washington, D.C.: The Education Trust.

Peterson, P. (2003). "Little gain in student achievement," Chapter 2 in P. Peterson (ed.), Our Schools and our future...Are we still at risk? Stanford, Calif: The Hoover Institution.

Rivers, J. (1999). The impact of teacher effect on student math competency achievement. Dissertation, University of Tennessee, Knoxville. Ann Arbor, Mich.: University Microfilms International, 9959317, 2000.

Sanders, W. and Rivers, J. (1996). Cumulative and residual effects of teachers on future academic achievement. Knoxville, Tenn.: University of Tennessee Value-Added Research and Assessment Center.

Texas A&M University System. (2003). Meeting the challenge for highly qualified teachers. Presentation to the U.S. Department of Education, December 2003. Available online at: http://partnerships.tamu.edu/presentation. Accessed July 6, 2004.

Tracy, C. and Walsh, K. (2004). Necessary and insufficient: Resisting a full measure of teacher quality. Washington, D.C.: The National Council on Teacher Quality.

U.S. Department of Education. (2003). No Child Left Behind: A toolkit for teachers. Washington, D.C.: U.S. Dept. of Education. Available online at: http://www.ed.gov/teachers/nclbguide/nclb-teachers-toolkit.pdf. Accessed July 6, 2004.

Wang, A., Coleman, A., Coley, R., and Phelps, R. (2003). Preparing teachers around the world. Princeton, N.J.: Policy Information Center, Educational Testing Service.

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Last Modified: 12/04/2009