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Download full textBerry, Barnett; Bastian, Kevin C.; Darling-Hammond, Linda; Kini, Tara – Learning Policy Institute, 2021
This brief draws on a study of teacher working conditions and their relationship to teacher retention and school performance in North Carolina. It is part of a series of studies conducted by the Learning Policy Institute (LPI)--in collaboration with WestEd and the Friday Institute for Educational Innovation at North Carolina State University--as…
Descriptors: Teaching Conditions, Teacher Persistence, Equal Education, Academic Achievement
Darling-Hammond, Linda; Bastian, Kevin C.; Berry, Barnett; Carver-Thomas, Desiree; Kini, Tara; Levin, Stephanie; McDiarmid, G. Williamson – Learning Policy Institute, 2022
This brief summarizes a 2019 study of educator supply, demand, and quality in North Carolina conducted by the Learning Policy Institute in collaboration with the Education Policy Initiative at Carolina and WestEd. That study supported the state's ongoing efforts to meet the standard set in the North Carolina Supreme Court's decision in…
Descriptors: Teacher Supply and Demand, Elementary Secondary Education, Court Litigation, Educational Quality
Darling-Hammond, Linda; Bastian, Kevin C.; Berry, Barnett; Carver-Thomas, Desiree; Kini, Tara; Levin, Stephanie; McDiarmid, William – Learning Policy Institute, 2019
In "Leandro v. the State of North Carolina" ("Leandro"), the Supreme Court of North Carolina found that children have a right to qualified teachers and principals who can prepare students for college and careers and meet the needs of those placed at risk. Providing such high-quality educators for each child demands an adequate…
Descriptors: Teacher Supply and Demand, Educational Planning, Teacher Effectiveness, Educational Quality
Berry, Barnett; Turchi, Laura; Johnson, Dylan; Hare, Dwight; Owens, Deborah Duncan; Clements, Steve – Southeast Center for Teaching Quality, 2003
This report presents the case-study findings from a cross-state investigation focused on Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and Tennessee, intended to deepen understanding around the influence of high stakes accountability on teacher learning and the capacity of districts and schools to support instructional practices…
Descriptors: Academic Achievement, Academic Standards, Accountability, Educational Opportunities
Berry, Barnett; Buxton, J. B. – 2000
This publication focuses on the teaching quality goals and priorities of nine Southeastern U.S. states (Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, and Tennessee), reviewing each state's Title II proposals. The report highlights seven priority areas of focus for regional alliances: constructing…
Descriptors: Academic Achievement, Academic Standards, Accountability, Alternative Teacher Certification
Berry, Barnett; Ferriter, Bill – Center for Teaching Quality, 2006
This report contains recommendations from North Carolina's National Board Certified Teachers (NBCTs) on how to support and staff high-needs schools and solve the state's staffing problems in these schools. Beyond financial incentives, a comprehensive approach is recommended that takes into account the working conditions that North Carolina's NBCTs…
Descriptors: Incentives, Teacher Supply and Demand, Disadvantaged Schools, National Standards
Direct linkEmerick, Scott; Hirsch, Eric; Berry, Barnett – Association for Supervision and Curriculum Development, 2004
This brief will highlight three major findings from Southeast Center for Teaching Quality (SECTQ's) teacher surveys and interviews with more than 160 educators entitled "Unfulfilled Promise: Ensuring High Quality Teachers for Our Nation's Students". It will also profile two districts' approaches to meeting the requirements of NCLB and…
Descriptors: Teacher Effectiveness, Teacher Surveys, Educational Quality, Interviews
