Additional Publications
Lessons Learned: New Teachers Talk About Their Jobs, Challenges, and Long-Range Plans. Issue No. 3—Teaching in Changing Times (2008) 
(Adobe Reader PDF 1 MB)
The final report in this series by the National Comprehensive Center for Teacher Quality and Public Agenda focuses on the strengths and possible deficits of new teacher training. The research described in this report points to two specific areas in which teacher training may be lacking: preparedness for the diversity of the contemporary American classroom and teaching students with special needs.
America’s Challenge: Effective Teachers for At-Risk Schools and Students (2007)
In the two years since the launch of the National Comprehensive Center for Teacher Quality , a tremendous amount of information has been compiled about the availability, recruitment, and retention of teachers for at-risk schools and students. The National Comprehensive Center for Teacher Quality has compiled much of this learning in its inaugural biennial report.
Communication Framework for Measuring Teacher Quality and Effectiveness: Bringing Coherence to the Conversation (2007)
This communication framework was developed to promote effective dialogue about the measurement of teacher quality and effectiveness.
Lessons Learned: New Teachers Talk About Their Jobs, Challenges and Long-Range Plans. Issue No. 1—They're Not Little Kids Anymore: The Special Challenges of New Teachers in High Schools and Middle Schools (2007) ( Adobe® Reader® PDF 1.4 MB)
Generation Y teachers want to shake up the stagnant education system, according to a survey of first-year teachers commissioned by the National Comprehensive Center for Teacher Quality, funded by the U.S. Department of Education. The freedom to be creative, the power to make a difference, opportunities to grow, rewards, and an end to the one-size-fits-all model of instruction is what new teachers say will improve the quality of education, according to the nationwide survey of 865 teachers in their first year in the classroom conducted by Public Agenda. Most telling is that 79 percent of the respondents would choose supportive administrators over significant salary increases. Most of the survey sample is younger than 29 years.
Lessons Learned: New Teachers Talk About Their Jobs, Challenges and Long-Range Plans. Issue No. 2—Working Without a Net: How New Teachers From Three Prominent Alternate Route Programs Describe Their First Year on the Job (2007) ( Adobe Reader PDF 1.3 MB)
Working Without a Net provides additional results from the new-teacher survey conducted by Public Agenda. It focuses on new teachers in high-needs schools, comparing the perspectives of those from traditional teacher education versus those from three alternate-route programs: Teach for America, Troops to Teachers, and The New Teacher Project.
Recruiting Quality Teachers in Mathematics, Science, and Special Education for Urban and Rural Schools (2007)
This publication focuses on six strategies for recruiting highly qualified teachers in mathematics, science, and special education.
Teacher Quality in At-Risk Schools (2007)
This publication focuses on four issues associated with getting and keeping quality teachers in the schools that most need them.
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