"An Uneven Path: Student Achievement in Boston Public Schools 2007-2017" finds that Boston students outperform their peers in other cities on performance tests, but that a decade of tight budgets, aging facilities, and persistent achievement gaps in the city have narrowed Boston’s lead over its peers.

Historically, new teachers have received limited exposure to life in the classroom. “Trading Coursework for Classroom: Realizing the Potential of Teacher Residencies” outlines a promising deviation from this structure.

As school districts across the country report various kinds of teacher shortages, how to retain teachers has emerged as a key area of interest for district leaders and policymakers. There are a variety of incentives and strategies to keep teachers in the profession, but which ones are most effective? Asking teachers themselves yields answers, some of which cut against the grain of conventional wisdom in the education community.

Early childhood experts and advocates have long called for increasing the education and training of U.S. early childhood workers, and over the past two decades, policymakers have gradually increased credentialing requirements for teachers in Head Start and state-funded pre-K programs. The 2015 report from the National Academies Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation essentially endorsed that trend, recommending that states and other organizations build a system that requires and enables all lead educators in early childhood settings to hold a minimum of a bachelor’s degree with specialized knowledge and competencies in early childhood education. In 2017 New America and Bellwether Education Partners brought together experts to discuss the group of educators who are poised to achieve this: lead pre-K educators who are teaching three- and four-year-olds in publicly funded classrooms within early learning centers and elementary schools.