Christopher Redding
Dados Biográficos
| ID | 4385176 |
|---|---|
| NOME | Christopher Redding |
| PRENOMES | Christopher |
| SOBRENOME | Redding |
| ASSINATURA | REDDING C |
| AFILIAÇÕES | University of Florida |
| ORCID | 0000-0003-0850-9322 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 28 |
| TOTAL DE CITAÇÕES | 126 |
| TOTAL COMO AUTOR | 28 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Alternative routes
We use data from the High School Longitudinal Study of 2009 to examine the relationship between alternative teacher certification and student perceptions of the classroom learning environment. Our results show that students from marginalized communities are more likely to be taught by alternatively certified math and science teachers. Using student and subject fixed effects models, we find that, on average, there is no significant difference in c…
Examining the Supply of New Special Educators
U.S. schools have long experienced shortages of special education teachers (SETs), challenging the nation’s capacity to ensure qualified SETs for students eligible for special education services. Addressing SET shortages requires preparation programs to supply sufficient numbers of new SETs to meet demand, yet prior research provides few insights into trends in the supply of new SETs. Thus, we examined how the supply of new SETs changed over time…
Teacher Turnover and Student Disciplinary Infractions
Purpose: Racial disparities in schools’ use of exclusionary discipline remain a persistent concern, particularly for Black students. Research examining the interplay of school factors on their influence on the use of exclusionary disciplinary punishments has overlooked the role that staffing instability, particularly in the form of teacher turnover, has on school discipline outcomes. To better understand the influence that teacher staffing instab…
Breaking Bad/Good? Patterns and Correlates of Public School Teachers’ Multiple Jobholding
Stagnating teacher salaries and the widening gap between public school teachers and similar workers have led to growing concerns that teachers will seek additional employment—possibly leading to teacher burnout and/or attrition in the process. Using data from the Schools and Staffing Survey and the National Teacher and Principal Survey from 1994–2021, we show that teacher multiple jobholding has been remarkably stable over time, although certain …
The Effects of Race to the Top on Student Achievement
The purpose of this study is to estimate the impact of Race to the Top (RTTT) on test scores, both overall and in terms of narrowing demographic achievement gaps—a central focus in the original RTTT applications. We draw on student-level NAEP data in reading and mathematics for fourth and eighth graders from 1996 to 2019. An event-study difference-in-difference research design is used to estimate the impact RTTT had on NAEP scores. We show that R…
Staying Close to Home
Given urban school and district administrators’ historical challenges with recruiting and retaining a high-quality, racially diverse teacher workforce, there is a need to better understand the factors shaping why graduates return to teach in their home district. This descriptive study examines the high school students who returned to teach in their home district—a large urban district in the southeastern United States. White female, economically …
The Adoption of Test-Based Grade Retention Policies
We use event history analysis on an aggregate dataset from 1997 to 2018 to understand the state-level antecedents associated with the adoption of test-based grade retention policies. Findings indicate that the educational conditions of a state to be more predictive of retention policy adoption than the political, economic, and geographic measures. In particular, a greater share of Black students in a state, lower fourth grade NAEP reading profici…
No Child Left Behind and the Individuals with Disabilities Education Act
Drawing on eight waves of the Schools and Staffing Survey and the National Teacher and Principal Survey, we used a difference-in-differences research design to examine special education teachers’ (SETs) responses to No Child Left Behind (NCLB) and the subsequent reauthorization of the Individuals with Disabilities Education Act (IDEA). IDEA was associated with decreases in the proportion of SETs with special education as a field of study and grad…
What Are the Side Effects of School Turnaround? A Systematic Review
In this systematic review, we examine research from 2009 to 2022 to identify and classify the unintended effects of turnaround in the United States. We develop a conceptual framework classifying three types of side effects—spillover effects, systemic side effects, and internal side effects—and differentiate these side effects from unintended negative intervention effects. We identify four broad categories of side effects within this framework bas…
Documenting the Distribution of Instructional Coaching Programs
We present data from the Schools and Staffing Survey and the National Teacher and Principal Survey to document the prevalence of instructional coaching programs (ICPs) and consider how ICPs are distributed by school level, urbanicity, new teachers in a school, student enrollment, school poverty levels, student achievement levels, and state. We show that ICPs are most common in elementary schools, schools located in cities, schools with larger pro…
Teacher Working Conditions and Dissatisfaction Before and During the Covid-19 Pandemic
With a goal of contextualizing teacher job dissatisfaction during the first full school year of the COVID-19 pandemic, we contrast teachers’ experiences with the decade and a half leading up to the pandemic. We draw on nationally representative data from the Schools and Staffing Survey and National Teacher and Principal Survey from the 2003–04 to 2020–21 school years. Through descriptive and regression analysis, we show that (1) increases in teac…
Examining the Presence and Equitable Distribution of Instructional Coaching Programs and Coaches’ Teaching Expertise Across Tennessee Schools
Using unique statewide panel data from Tennessee, we describe instructional coach (IC) and teacher peer observer (TPO) distributions in terms of their teaching expertise and observable school and district characteristics. The evidence suggests ICs are more likely to work in districts with lower-performing teachers while working in schools with higher-performing teachers. District characteristics largely determine where TPOs work. We also find tha…
The Shifting Context of Special Education Teachers’ Work
We used five waves of nationally representative data over 16 years from the Schools and Staffing Survey, National Teacher Principal Survey, and Teacher Follow-up Survey to descriptively examine how the roles, responsibilities, preparation, and supports for special educators have changed over time. We then used regression to investigate how these variables were associated with special educator attrition. This information is essential to ensure tea…
The Labor Market Trajectories of Tennessee Instructional Coaches and Teacher Peer Observers
Purpose: This study’s purpose is to provide statewide evidence on the mobility patterns of instructional coaches (ICs) and teacher peer observers (TPOs). Research Methods/Approach: Using 5 years of administrative and survey data from Tennessee, we conduct descriptive and regression analyses to document the mobility of classroom teachers, ICs, and TPOs from one year to the next. These outcomes identify if a teacher, IC, or TPO remains in the same …
Changing the Composition of Beginning Teachers
Drawing on nationally representative data from six cohorts of beginning teachers from the Schools and Staffing Survey and the National Teacher and Principal Survey, this study applies a difference-in-differences research design to examine the relationship between changes to state-level alternative certification policies and the characteristics of new teachers. The introduction of alternate routes into teaching is associated with an increase in th…
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching
In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perc…
Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching
Teachers’ preference to remain close to where they grew up is recognized as a defining feature of the teacher labor market. Using a unique data set from a large school district in the southeastern United States, I apply a series of within–school and within–student comparisons to assess the effectiveness of homegrown teachers who returned to teach in their home district. Discrete time survival analysis is then used to examine differences in when e…
Greener than ever? A look at the newest teachers in our public schools
Drawing on nationally representative data from the 1988 to 2018 school years, the authors provide an overview of some of the key changes in the characteristics of first-year teachers in the U.S., including racial/ethnic identity, education levels, subject area, and certification status. The data also show that new teachers have become increasingly more likely, compared to experienced teachers, to work in schools with a greater fraction of student…
In the NIC of Time
Networked improvement communities (NICs) mark a promising approach to address the challenges of sustaining school reform. Whereas NICs are intended to help scale and sustain reforms, there is little evidence on how this works, as few NICs have existed long enough to be described over time. This study uses social network theory to understand what happened after the removal of external supports for a NIC regarding the sustainability of the improvem…
Recent Trends in the Characteristics of New Teachers, the Schools in Which They Teach, and Their Turnover Rates
Background Over the past couple of decades, new teachers have become a pronounced focus of policy makers. This attention is a result of demographic shifts in the teacher labor market, increased attention to the quality of teachers assigned to historically underserved student populations, and high rates of new teacher turnover. Purpose Our goal is to understand how the characteristics of new teachers and the schools in which they teach have change…
A Teacher Like Me
Considerable research has examined the positive educational experiences of students of color assigned to teachers of the same race or ethnicity. Underlying this research is the belief that the cultural fit between students and teachers has the potential to improve a child’s academic and nonacademic performance in school. This comprehensive review examines the extent to which Black and Latino/a students (1) receive more favorable ratings of classr…
Affirmative Intervention to Reduce Stereotype Threat Bias
At all levels of education, the racial achievement gap in performance between Black and Latino students and their White peers stubbornly persists. While the causes of this gap are numerous and interrelated, one theory posits that students from underrepresented racial groups may face stereotype threat, meaning that fear of failing and thereby fulfilling negative group stereotypes leads to anxiety and suboptimal cognitive performance. Though low-co…
Leaving School Early
Most prior research measures teacher turnover as an annual event, but teachers actually leave their positions throughout the school year. We use data from North Carolina to measure teacher turnover monthly throughout the entire year and conduct an analysis of their persistence to examine the differences in early career teacher turnover. Annually, 6% of early career teachers turn over during the school year. Teachers trained in traditional, univer…
New Evidence on the Frequency of Teacher Turnover
Teacher turnover occurs during and at the end of the school year, although documentation of within-year turnover currently rests on anecdotal evidence. On average, over 4.6% of teachers turn over during the school year, which amounts to 25% of total annual turnover. Teachers transfer within districts at higher rates at the beginning of the school year and leave teaching at higher rates at the beginning of the spring semester. Higher performing te…
With Scale in Mind
The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests that these activities should be integrated into implementation, although this presents challenges…
Disentangling the Causal Mechanisms of Representative Bureaucracy
Scholars have suggested that the benefits of representative bureaucracy arise from bureaucrats acting in the interests of clients who share their characteristics, increased diversity encouraging even nonminority bureaucrats work to further the interests of minority clients, and/or the actions of clients that are more responsive to bureaucrats that share their characteristics. Despite decades of research, the literature has been unable to empirica…
New Evidence on the Frequency of Teacher Turnover
Teacher turnover occurs during and at the end of the school year, although documentation of within-year turnover currently rests on anecdotal evidence. On average, over 4.6% of teachers turn over during the school year, which amounts to 25% of total annual turnover. Teachers transfer within districts at higher rates at the beginning of the school year and leave teaching at higher rates at the beginning of the spring semester. Higher performing te…
Easy in, Easy out
Alternative certification programs are now commonplace in the credentialing of new teachers. We complement the growing evidence base for these teachers by exploring their turnover patterns in four waves of the nationally representative Schools and Staffing Survey (SASS). We report on descriptive evidence of growing differences in the characteristics of alternatively and traditionally certified teachers and the schools in which they teach. Control…
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching
In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perc…
Leaving School Early
Most prior research measures teacher turnover as an annual event, but teachers actually leave their positions throughout the school year. We use data from North Carolina to measure teacher turnover monthly throughout the entire year and conduct an analysis of their persistence to examine the differences in early career teacher turnover. Annually, 6% of early career teachers turn over during the school year. Teachers trained in traditional, univer…
Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching
Teachers’ preference to remain close to where they grew up is recognized as a defining feature of the teacher labor market. Using a unique data set from a large school district in the southeastern United States, I apply a series of within–school and within–student comparisons to assess the effectiveness of homegrown teachers who returned to teach in their home district. Discrete time survival analysis is then used to examine differences in when e…
Affirmative Intervention to Reduce Stereotype Threat Bias
At all levels of education, the racial achievement gap in performance between Black and Latino students and their White peers stubbornly persists. While the causes of this gap are numerous and interrelated, one theory posits that students from underrepresented racial groups may face stereotype threat, meaning that fear of failing and thereby fulfilling negative group stereotypes leads to anxiety and suboptimal cognitive performance. Though low-co…
In the NIC of Time
Networked improvement communities (NICs) mark a promising approach to address the challenges of sustaining school reform. Whereas NICs are intended to help scale and sustain reforms, there is little evidence on how this works, as few NICs have existed long enough to be described over time. This study uses social network theory to understand what happened after the removal of external supports for a NIC regarding the sustainability of the improvem…
With Scale in Mind
The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests that these activities should be integrated into implementation, although this presents challenges…
Discretion and Disproportionality
Students of color are underrepresented in gifted programs relative to White students, but the reasons for this underrepresentation are poorly understood. We investigate the predictors of gifted assignment using nationally representative, longitudinal data on elementary students. We document that even among students with high standardized test scores, Black students are less likely to be assigned to gifted services in both math and reading, a patt…
Easy in, Easy out
Alternative certification programs are now commonplace in the credentialing of new teachers. We complement the growing evidence base for these teachers by exploring their turnover patterns in four waves of the nationally representative Schools and Staffing Survey (SASS). We report on descriptive evidence of growing differences in the characteristics of alternatively and traditionally certified teachers and the schools in which they teach. Control…
Disentangling the Causal Mechanisms of Representative Bureaucracy
Scholars have suggested that the benefits of representative bureaucracy arise from bureaucrats acting in the interests of clients who share their characteristics, increased diversity encouraging even nonminority bureaucrats work to further the interests of minority clients, and/or the actions of clients that are more responsive to bureaucrats that share their characteristics. Despite decades of research, the literature has been unable to empirica…
With Scale in Mind
The conventional approach to scaling up educational reforms considers the development and testing phases to be distinct from the work of implementing at scale. Decades of research suggest that this approach yields inconsistent and often disappointing improvements for schools most in need. More recent scholarship on scaling school improvement suggests that these activities should be integrated into implementation, although this presents challenges…
New Evidence on the Frequency of Teacher Turnover
Teacher turnover occurs during and at the end of the school year, although documentation of within-year turnover currently rests on anecdotal evidence. On average, over 4.6% of teachers turn over during the school year, which amounts to 25% of total annual turnover. Teachers transfer within districts at higher rates at the beginning of the school year and leave teaching at higher rates at the beginning of the spring semester. Higher performing te…
A Teacher Like Me
Considerable research has examined the positive educational experiences of students of color assigned to teachers of the same race or ethnicity. Underlying this research is the belief that the cultural fit between students and teachers has the potential to improve a child’s academic and nonacademic performance in school. This comprehensive review examines the extent to which Black and Latino/a students (1) receive more favorable ratings of classr…
Affirmative Intervention to Reduce Stereotype Threat Bias
At all levels of education, the racial achievement gap in performance between Black and Latino students and their White peers stubbornly persists. While the causes of this gap are numerous and interrelated, one theory posits that students from underrepresented racial groups may face stereotype threat, meaning that fear of failing and thereby fulfilling negative group stereotypes leads to anxiety and suboptimal cognitive performance. Though low-co…
Leaving School Early
Most prior research measures teacher turnover as an annual event, but teachers actually leave their positions throughout the school year. We use data from North Carolina to measure teacher turnover monthly throughout the entire year and conduct an analysis of their persistence to examine the differences in early career teacher turnover. Annually, 6% of early career teachers turn over during the school year. Teachers trained in traditional, univer…
Recent Trends in the Characteristics of New Teachers, the Schools in Which They Teach, and Their Turnover Rates
Background Over the past couple of decades, new teachers have become a pronounced focus of policy makers. This attention is a result of demographic shifts in the teacher labor market, increased attention to the quality of teachers assigned to historically underserved student populations, and high rates of new teacher turnover. Purpose Our goal is to understand how the characteristics of new teachers and the schools in which they teach have change…
Greener than ever? A look at the newest teachers in our public schools
Drawing on nationally representative data from the 1988 to 2018 school years, the authors provide an overview of some of the key changes in the characteristics of first-year teachers in the U.S., including racial/ethnic identity, education levels, subject area, and certification status. The data also show that new teachers have become increasingly more likely, compared to experienced teachers, to work in schools with a greater fraction of student…
In the NIC of Time
Networked improvement communities (NICs) mark a promising approach to address the challenges of sustaining school reform. Whereas NICs are intended to help scale and sustain reforms, there is little evidence on how this works, as few NICs have existed long enough to be described over time. This study uses social network theory to understand what happened after the removal of external supports for a NIC regarding the sustainability of the improvem…
Changing the Composition of Beginning Teachers
Drawing on nationally representative data from six cohorts of beginning teachers from the Schools and Staffing Survey and the National Teacher and Principal Survey, this study applies a difference-in-differences research design to examine the relationship between changes to state-level alternative certification policies and the characteristics of new teachers. The introduction of alternate routes into teaching is associated with an increase in th…
Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching
In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perc…
Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching
Teachers’ preference to remain close to where they grew up is recognized as a defining feature of the teacher labor market. Using a unique data set from a large school district in the southeastern United States, I apply a series of within–school and within–student comparisons to assess the effectiveness of homegrown teachers who returned to teach in their home district. Discrete time survival analysis is then used to examine differences in when e…
Examining the Presence and Equitable Distribution of Instructional Coaching Programs and Coaches’ Teaching Expertise Across Tennessee Schools
Using unique statewide panel data from Tennessee, we describe instructional coach (IC) and teacher peer observer (TPO) distributions in terms of their teaching expertise and observable school and district characteristics. The evidence suggests ICs are more likely to work in districts with lower-performing teachers while working in schools with higher-performing teachers. District characteristics largely determine where TPOs work. We also find tha…
The Shifting Context of Special Education Teachers’ Work
We used five waves of nationally representative data over 16 years from the Schools and Staffing Survey, National Teacher Principal Survey, and Teacher Follow-up Survey to descriptively examine how the roles, responsibilities, preparation, and supports for special educators have changed over time. We then used regression to investigate how these variables were associated with special educator attrition. This information is essential to ensure tea…
The Labor Market Trajectories of Tennessee Instructional Coaches and Teacher Peer Observers
Purpose: This study’s purpose is to provide statewide evidence on the mobility patterns of instructional coaches (ICs) and teacher peer observers (TPOs). Research Methods/Approach: Using 5 years of administrative and survey data from Tennessee, we conduct descriptive and regression analyses to document the mobility of classroom teachers, ICs, and TPOs from one year to the next. These outcomes identify if a teacher, IC, or TPO remains in the same …
The Adoption of Test-Based Grade Retention Policies
We use event history analysis on an aggregate dataset from 1997 to 2018 to understand the state-level antecedents associated with the adoption of test-based grade retention policies. Findings indicate that the educational conditions of a state to be more predictive of retention policy adoption than the political, economic, and geographic measures. In particular, a greater share of Black students in a state, lower fourth grade NAEP reading profici…
No Child Left Behind and the Individuals with Disabilities Education Act
Drawing on eight waves of the Schools and Staffing Survey and the National Teacher and Principal Survey, we used a difference-in-differences research design to examine special education teachers’ (SETs) responses to No Child Left Behind (NCLB) and the subsequent reauthorization of the Individuals with Disabilities Education Act (IDEA). IDEA was associated with decreases in the proportion of SETs with special education as a field of study and grad…
What Are the Side Effects of School Turnaround? A Systematic Review
In this systematic review, we examine research from 2009 to 2022 to identify and classify the unintended effects of turnaround in the United States. We develop a conceptual framework classifying three types of side effects—spillover effects, systemic side effects, and internal side effects—and differentiate these side effects from unintended negative intervention effects. We identify four broad categories of side effects within this framework bas…
Documenting the Distribution of Instructional Coaching Programs
We present data from the Schools and Staffing Survey and the National Teacher and Principal Survey to document the prevalence of instructional coaching programs (ICPs) and consider how ICPs are distributed by school level, urbanicity, new teachers in a school, student enrollment, school poverty levels, student achievement levels, and state. We show that ICPs are most common in elementary schools, schools located in cities, schools with larger pro…
Teacher Working Conditions and Dissatisfaction Before and During the Covid-19 Pandemic
With a goal of contextualizing teacher job dissatisfaction during the first full school year of the COVID-19 pandemic, we contrast teachers’ experiences with the decade and a half leading up to the pandemic. We draw on nationally representative data from the Schools and Staffing Survey and National Teacher and Principal Survey from the 2003–04 to 2020–21 school years. Through descriptive and regression analysis, we show that (1) increases in teac…
Examining the Supply of New Special Educators
U.S. schools have long experienced shortages of special education teachers (SETs), challenging the nation’s capacity to ensure qualified SETs for students eligible for special education services. Addressing SET shortages requires preparation programs to supply sufficient numbers of new SETs to meet demand, yet prior research provides few insights into trends in the supply of new SETs. Thus, we examined how the supply of new SETs changed over time…
Teacher Turnover and Student Disciplinary Infractions
Purpose: Racial disparities in schools’ use of exclusionary discipline remain a persistent concern, particularly for Black students. Research examining the interplay of school factors on their influence on the use of exclusionary disciplinary punishments has overlooked the role that staffing instability, particularly in the form of teacher turnover, has on school discipline outcomes. To better understand the influence that teacher staffing instab…
Breaking Bad/Good? Patterns and Correlates of Public School Teachers’ Multiple Jobholding
Stagnating teacher salaries and the widening gap between public school teachers and similar workers have led to growing concerns that teachers will seek additional employment—possibly leading to teacher burnout and/or attrition in the process. Using data from the Schools and Staffing Survey and the National Teacher and Principal Survey from 1994–2021, we show that teacher multiple jobholding has been remarkably stable over time, although certain …
Psychology (25 obras) · Mathematics education (20 obras) · School Choice and Performance (16 obras) · Pedagogy (13 obras) · Teacher Education and Leadership Studies (13 obras) · Sociology (10 obras) · Medicine (9 obras) · Political science (9 obras) · Academic achievement (7 obras) · Economics (7 obras)