Project NGTResearch clearly shows that the quality of teachers is the most important school-level factor affecting students' learning.

During the past decade, as U.S. schools have hired over two million new teachers, policymakers and school officials have experimented with an array of new approaches to improving teacher quality—from signing bonuses and alternative preparation to instructional coaches and peer review. However, the goal of ensuring that all students have effective teachers continues to be elusive and persistent attrition within the ranks of new teachers undermines progress.



The Project on the Next Generation of Teachers, directed by Susan Moore Johnson, is an ongoing research project addressing critical questions regarding the future of our nation’s teaching force. Since 1998, The Project has examined a range of issues related to attracting, supporting, and retaining skilled, committed, and effective teachers in U.S. public schools.

The generation of teachers now retiring is the first—and may be the last—to make teaching a life-long career.

Today's prospective teachers compare a career in education with many others, such as law, engineering, business, finance. These fields were largely closed to the cohort of retiring teachers when they entered the classroom in the 1960s and 1970s. Growing evidence shows that today’s early-career teachers are, indeed, part of a new and different generation.

More than one third of today's teachers have worked in another field before becoming teachers and many have prepared for teaching in non-traditional programs. As a cohort, they are more likely than their predecessors to treat teaching as a short-term career and to be less satisfied with its professional isolation, standardized pay, undifferentiated roles, and lack of opportunities for influence and advancement.

In an effort to inform policy and practice, The Project on the Next Generation of Teachers continues to explore and examine these teachers’ preferences, practices, and career decisions.

 

Recent Working Papers

Recent Publications

Books, Monographs, and a Website

A USER'S GUIDE TO PEER ASSISTANCE AND REVIEW

Peer Assistance and ReviewA website based on the experiences of seven local districts with Peer Assistance and Review. By Susan Moore Johnson, Sarah E. Fiarman, Mindy Sick Munger, John P. Papay, and Emily Kalejs Qazilbash. Visit the website here.

REDESIGNING TEACHER PAY: A SYSTEM FOR THE NEXT GENERATION OF EDUCATORS

Redesigning Teacher PayThis book analyzes performance-based pay plans and proposes a plan for a career-based compensation system. By Susan Moore Johnson and John P. Papay, published by the Economic Policy Institute. Visit the website here.

FINDERS AND KEEPERS: HELPING NEW TEACHERS SURVIVE AND THRIVE IN OUR SCHOOLS

Finders and KeepersBy Susan Moore Johnson and The Project on the Next Generation of Teachers. Winner of the 2005 American Association of Colleges for Teacher Education's (AACTE) Outstanding Writing Award for a Book.

WHO STAYS IN TEACHING AND WHY: A REVIEW OF THE LITERATURE ON TEACHER RETENTION

Who Stays and WhyS. M. Johnson, J. H. Berg, & M. L. Donaldson, January 2005.

A DIFFICULT BALANCE: INCENTIVES AND QUALITY CONTROL IN ALTERNATIVE CERTIFICATION PROGRAMS

A Difficult Balanceby Susan Moore Johnson, Sarah E. Birkeland, Heather G. Peske, with Mindy Sick Munger, September 2005.