Subsequent Research

Researchers at the Project on the Next Generation of Teachers have pursued a number of topics growing out of this original study.

We have surveyed random samples of new teachers in various states in an effort to know when and how they are hired, whether they have the curriculum and resources they need, and whether they are supported by experienced colleagues. We have interviewed different samples of teachers from this same cohort in order to understand how they experience teaching and the career opportunities it provides when they reach the second stage of their career in years 4 through 10.

We also study special programs and initiatives that are likely to influence who enters teaching, who stays, and why. For example, we have:

    • studied alternative certification programs in four states;
    • conducted interviews with early-career teachers who are certified by the National Board for Professional Teaching Standards and conducted case studies of schools that seek to increase their instructional capacity by relying on Board-Certified teachers;
    • studied the career decisions of three national cohorts of Teach for America corps members;
    • interviewed recently-elected local presidents of teachers unions in six states in order to understand how they address the concerns of their newer members;
    • examined approaches to performance-based pay for teachers and proposed a new model of compensation; and
    • a new model of career-based compensation.

Currently, we are studying the working conditions that best support teachers who work in high-poverty schools.

Taken together, these studies inform the efforts of policymakers, teachers, and administrators as they work to improve the nation’s public schools and ensure that all students have effective teachers.