Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Public Impact | 6 |
Author
| Hassel, Bryan C. | 6 |
| Hassel, Emily Ayscue | 6 |
| Dean, Stephanie | 2 |
| Barrett, Sharon Kebschull | 1 |
| Holly, Christen | 1 |
| Welcher, Alison Harris | 1 |
Publication Type
| Reports - Descriptive | 4 |
| Reports - Evaluative | 2 |
Audience
| Policymakers | 1 |
Location
| North Carolina | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textHassel, Emily Ayscue; Hassel, Bryan C. – Public Impact, 2019
How could far more children ages 0-5 who are in early childhood education and care settings have consistent access to excellent teaching? In these critical developmental years, young children--especially those who have fewer educational and developmental advantages outside of formal settings--need "excellent teaching every year" to…
Descriptors: Young Children, Early Childhood Education, Educational Quality, Preschool Education
Hassel, Emily Ayscue; Hassel, Bryan C.; Dean, Stephanie; Welcher, Alison Harris; Barrett, Sharon Kebschull – Public Impact, 2021
In the wake of COVID-19, the U.S. pre-K-12 education system needs more than a refresh. Based on the success and popularity of the Opportunity Culture model, in this brief Public Impact recommends the means to bring critical, effective instructional and emotional supports to millions of teachers and their students--for a price tag the country can…
Descriptors: COVID-19, Pandemics, Elementary Secondary Education, Preschool Education
Hassel, Bryan C.; Hassel, Emily Ayscue – Public Impact, 2012
American children deserve the one ingredient we know creates stellar learning results: excellent teachers. These teachers produce "well over" today's typical year of learning growth. Without them, even with solid teachers who produce a full year of progress, children who start behind stay behind, and few students get ahead of their…
Descriptors: Elementary Secondary Education, Teacher Effectiveness, Strategic Planning, Teacher Leadership
Hassel, Emily Ayscue; Hassel, Bryan C. – Public Impact, 2013
In this summary, authors and co-directors of "Public Impact," Emily Ayscue Hassel and Bryan C. Hassel, state that, in most locations, the relationship between organized teachers and reformers remains at best a tenuous truce and at worst a pitched battle. None are really getting what they want. Teachers are no closer to achieving the…
Descriptors: Teaching (Occupation), Professional Identity, Public Opinion, Educational Quality
Hassel, Emily Ayscue; Hassel, Bryan C. – Public Impact, 2012
American children deserve the one ingredient we know creates stellar learning results: excellent teachers. These teachers produce "well over" today's typical year of learning growth. Without them, even with good teachers who produce a full year of progress, children who start behind stay behind, and few students get ahead of their beginnings--the…
Descriptors: Elementary Secondary Education, Teacher Effectiveness, Teacher Leadership, Teacher Evaluation
Holly, Christen; Dean, Stephanie; Hassel, Emily Ayscue; Hassel, Bryan C. – Public Impact, 2014
This brief estimates the impact of a statewide implementation of Opportunity Culture models, using North Carolina as an example. Impacts estimated include student learning outcomes, gross state product, teacher pay, and other career characteristics, and state income tax revenue. Estimates indicate the potential for a statewide transition to…
Descriptors: Models, State Programs, Program Implementation, Academic Achievement
