Teacher Policy Research

Teacher Policy Research (TPR) is a research partnership between the University of Virginia, Stanford University and the University at Albany that examines the behavior of teachers and administrators with the goal of developing policies that will attract and retain high-quality teachers and leaders, especially in low-performing schools. The research covers a broad range of issues in teacher policy, including teacher preparation, teacher labor market institutions, how teachers are distributed across schools, and teacher retention, particularly in urban, low performing schools. We have received financial support from the Carnegie Corporation, the City University of New York, The National Science Foundation, the New York State Department of Education, The Smith Richardson Foundation, The Spencer Foundation, the Noyce Foundation and the U.S. Department of Education.

Teacher Policy Research

Teacher Policy Research (TPR) is a research partnership between the University of Virginia, Stanford University and the University at Albany that examines the behavior of teachers and administrators with the goal of developing policies that will attract and retain high-quality teachers and leaders, especially in low-performing schools. The research covers a broad range of issues in teacher policy, including teacher preparation, teacher labor market institutions, how teachers are distributed across schools, and teacher retention, particularly in urban, low performing schools.

Advisors

We have two panels that advise us on the Teacher Pathways Project. Panel members come from a wide range of organizations in New York and around the country, and bring with them broad experience and knowledge in the field of teacher education. They represent varied interests and provide us with a range of perspectives and insights on our research methodology and findings.

Supporters

Many individuals and organizations have contributed to the work of the Pathways Project. From our funders, to our advisors, to the faculty at cooperating institutions, to the first year teachers completing our survey, we have been fortunate to have so much interest in and support for our project. We recognize and applaud the following individuals and organizations for their important contributions.

Data Collection

Surveys

In the Spring and Summer of 2004, we surveyed program graduates in traditional and alternative teacher education programs in the New York City area. For a list of participating teacher education programs, go to Supporters.

Research Team

Principal Investigators

Pages

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