CTQ’s research ensures that decision-makers have access to timely insights about interventions that have the most positive impact on recruiting, preparing and supporting effective teachers; improving school working conditions; and ultimately strengthening student achievement. Our current efforts to contribute to the knowledge base of quality teaching in America include the following projects.

Teacher Working Conditions

CTQ has studied teacher working conditions and student learning conditions by surveying those whose opinion matters most on these issues — teachers themselves. Through our work spanning several years and seven states, we have surfaced several key trends in teacher working conditions, worthy of study by anyone concerned with recruiting and keeping America's best teachers.

California Science Project

The significance of effective science teaching in preparing and mobilizing a 21st century workforce for a global economy cannot be overstated. The California Science Project Teacher Retention Initiative is working to increase the support and retention of beginning science teachers in high-poverty schools, and in the process, taking to steps to ensure that all students can access success in our technologically-driven future.

Teachers for a New Era Evaluation 

CTQ is working with three of the nation's leading institutions of higher education to evaluate programs emerging from their Teachers for a New Era grants. Bank Street College, the University of Virginia, and Stanford University were among eleven institutions nationwide that received TNE funding to transform their teacher education programs. Each institution approached this charge with varied strategies and outcomes, which provide valuable lessons for the nation's teacher preparation efforts.

Questions for Smart School Districts to Answer

 At the Center for Teaching Quality (CTQ) we are developing a framework for assessing the effectiveness of the  school community in its effort to ensure a caring, qualified, well-supported, and successful teacher for every student, in every district and school. Although one can find powerful examples of how states and school districts have transformed some strategies for recruiting, supporting and rewarding teachers, few, if any, communities have achieved comprehensive and coherent teaching quality policies to ensure access to good teaching for all students. Reaching this goal is no easy task, as insufficient and inequitable resources, out-ofsync federal and state policies, uncoordinated efforts, and lack of political will for bold action all limit the ability of many school communities to recruit  and retain the teachers they need.