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Archives: Research Briefs
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Applying Research-Based Strategies to Strategic Staffing Initiatives
This brief synthesizes research on strategic staffing, a framework for redesigning teaching roles, time, and compensation to better align educator expertise with student needs and ultimately improve teacher retention, instructional quality, and student outcomes. It examines why the traditional one-teacher-one-classroom model contributes to declining interest in teaching and high attrition, pointing to four compounding factors: unsustainable workload, insufficient autonomy and professional respect, limited career advancement, and pay disconnected from expertise and leadership. Drawing on decades of research, the brief reviews the evidence for the three core components of strategic staffing: collaborative teaching, which distributes instructional responsibility across teams; differentiated roles and career pathways, which create advancement opportunities such as teacher leadership, mentorship, and subject-area specialization without requiring teachers to leave the classroom; and differentiated compensation, which rewards leadership, specialization, and hard-to-staff roles with meaningful pay differentials. While each individual component is associated with improved teacher or student outcomes when well implemented, the evidence on comprehensive name-brand models that combine them, such as Opportunity Culture, Next Education Workforce, and the Teacher Advancement Program, remains preliminary. The brief closes with five implementation principles drawn from systems that have sustained these initiatives: communicating and building buy-in, co-designing with teachers, building capacity through professional learning, aligning policy and systems across school, district, and state levels, and working collaboratively with unions.
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Evidence-Based Practices to Reduce Racial Inequity in School Discipline
This brief synthesizes research on how schools and districts can reduce racial inequities in school discipline, with a particular focus on reducing the use of exclusionary discipline practices such as suspensions and expulsions. It highlights the persistent and well-documented disparities in disciplinary outcomes for Black, Indigenous, Latine, and other marginalized student groups, explores the historical, structural, and interpersonal factors that contribute to these inequities, and examines why many discipline reforms fail to produce lasting change. Drawing on both experimental and descriptive research, the brief outlines evidence-based practices that can reduce disciplinary disparities, including using disaggregated discipline data for continuous improvement, revising discipline codes to limit subjective offenses, implementing restorative justice and equity-focused Positive Behavioral Interventions and Supports (PBIS), increasing access to school-based mental health professionals, strengthening teacher-student relationships, providing individualized coaching on culturally responsive practices, and fostering students’ sense of belonging. The brief also identifies common approaches that are less effective, such as one-time anti-bias trainings or suspension reduction policies that are not paired with explicit equity-focused implementation and accountability measures.
