K-12 Education
Teacher Preparation & Development

The quality of the teacher in the classroom is one of the most powerful determinants of student achievement, but research has indicated that low-performing students, low-income students, and students of color are the least likely to have qualified teachers.

EPI conducts research related to teacher preparation and professional development, with a particular focus on improving teacher quality. In addition to conducting evaluations of teacher professional development programs, EPI has undertaken policy research on the “highly qualified” requirement for teachers that was enacted as part of the No Child Left Behind Act (US).

Related Projects:

• Improving Educational Outcomes for Students with Disabilities I (2004), National Council on Disability
• Improving Educational Outcomes for Students with Disabilities II (2006-07), National Council on Disability
• Summative Evaluation of the SURN Collaboratories Teacher Professional Development Initiative (2008), School-University Research Network of the College of William & Mary
• Formative Evaluation of the Teaching with Primary Sources Program (2008-09), Library of Congress

   

Related Publications:

• Certification and Teacher Preparation in the United States (2000)
• Improving Educational Outcomes for Students with Disabilities (2004, May)
• The No Child Left Behind Act and the Individuals with Disabilities Act: A Progress Report (2008, January)