Baltimore
In Baltimore, The New Teacher Project and the Baltimore City Public School System are taking a systemic approach to confronting low student achievement, not only finding hundreds of high-achieving career changers to become teachers for shortage-area subjects, but also working with 40 of the city’s lowest performing schools to improve their teacher hiring capabilities.
California
Inspired by The New Teacher Project's Unintended Consequences report, State Senator Jack Scott of California successfully advanced a bill to improve the ability of the state's low-performing schools to hire the teachers they need to ensure their students can succeed.
Chicago
The New Teacher Project is helping the nation’s third-largest school system carry out a comprehensive strategy aimed at strengthening low-performing schools. TNTP is supplying Chicago Public Schools with new teachers—392 to date—while also providing extensive hiring support to the highest-need schools and spotlighting systemic barriers to improvement.
Louisiana Practitioner Teacher Program
TNTP’s innovative Practitioner Teacher Program has prepared more than 1,100 educators for high-need schools in New Orleans and Baton Rouge. But it’s the quality, not the quantity, of these teachers that is drawing notice. A 2008 study found that teachers prepared by the program exceeded even experienced teachers in their impact on student achievement in math, reading and language arts.
Milwaukee
Flawed teacher transfer and hiring policies caused Milwaukee Public Schools to lose quality teachers to surrounding districts and private schools. A 2007 analysis by The New Teacher Project pinpointed the policy barriers to effective teacher staffing and established the foundation for systemic reforms, many of which were ratified within weeks of the study’s publication.
New Orleans
The New Teacher Project’s teachNOLA program is drawing hundreds of teachers to New Orleans-area classrooms, giving some of the neediest schools and students in the country greater chances to succeed.
New York City
The New Teacher Project’s long-running partnership with the New York City Department of Education has led to a profound transformation in teacher quality and illuminated human capital challenges in the nation’s largest urban district. Nearly 9,000 NYC Teaching Fellows now work in the city’s schools, most serving high concentrations of low-income students. A 2007 Urban Institute study found that Fellows are largely responsible for a “remarkable narrowing” of the gap in teacher qualifications between high- and low-poverty schools.
Oakland
The Oakland Unified School District is in the midst of a push to bolster the size and quality of its teaching force and ensure that new teachers remain in its schools. The New Teacher Project is playing a central role in this effort, providing high-quality, committed teachers--over 300 to date--and an innovative new path to certification.
Philadelphia
TNTP’s Philadelphia Teaching Fellows program has helped solve a special education teacher shortage, and continues to play an integral role in efforts to put excellent teachers into high-need schools.
Washington, D.C.
In the nation’s capitol, TNTP’s partnership with the DC Public Schools has resulted in nearly 700 new teachers for high-need schools and unprecedented reforms in the District’s teacher hiring policies.
Alan D. Bersin
Secretary of Education
State of California
