NCTQ

"The research is clear that educators of color not only benefit students of color, but they benefit all students. And that’s what we want. We want all of our students to be successful." 👏 —Leon Smith, @CCSSO’s 2026 National Teacher of the Year buff.ly/Eg2BzbH

More districts are adopting four-day school weeks to save money and keep teachers. While the policy offers modest financial relief, most studies find that shorter weeks jeopardize student achievement and don't meaningfully improve teacher retention. buff.ly/DovzN32

New research links high teacher turnover to increased student suspensions. The effect is especially pronounced for Black students, who are also more likely to attend high-turnover schools. NCTQ's @RonNobleJr breaks down what the findings mean for schools. buff.ly/zuKEwIL

"Standards without enforcement are just suggestions." 👏 NCTQ President @HeatherPeske on why states can't abdicate their responsibility for holding teacher prep programs accountable. buff.ly/gDbWJ2R

New data. The same urgent question: Are teacher prep programs doing enough to prepare aspiring teachers in scientifically based reading instruction? Mark your calendars for June 9! 🗣️

Districts that “staff to the test” aren’t gaming the system. Moving less effective teachers into early, untested grades to boost scores in tested grades may seem logical, but research suggests this decision carries lasting negative impacts on those early-grade students. District leaders who want strong test scores in fourth grade should carefully consider who is teaching early grades. @NCTQ’s new analysis on teacher assignment is worth reading if you make these decisions or advise those who do: nctq.org/research-insig…

Providing teachers with paid parental leave strengthens families, supports retention, and leads to better outcomes for students. In Virginia, it would cost taxpayers $5.35 a year to make it happen. Run the numbers for your own state using our calculator: buff.ly/e98fmWY

Misbehavior is often communication: frustration, hunger, even trauma. Teachers who can read and respond to those signals are best equipped to minimize distractions and set the stage for learning. Stronger preparation can help teachers build those skills. buff.ly/ricOnqk

When teachers are well prepared in classroom management, students have more time to learn, classrooms are more equitable, and teachers are more likely to stay in the profession. Here are research-backed strategies for prep programs to make that happen. buff.ly/zZVCQnB

Students shouldn't be kicked out of class for minor behavior issues. But when teachers aren't trained to handle disruptive behavior, that's often what happens. Prep programs can give aspiring teachers the skills to avoid that. 🎯 More in our framework: buff.ly/zZVCQnB

Teachers lay the groundwork for learning before lessons begin. It’s built through consistent routines, clear expectations, and relationships that make students feel they belong. More in NCTQ's new Classroom Management Framework: buff.ly/zZVCQnB

Teachers who feel unprepared to manage behavior are more likely to leave their jobs, which harms students and school stability. Stronger preparation can help teachers build these skills, so they’re ready from the get-go. buff.ly/zZVCQnB

When I was an elementary teacher, I learned very quickly how much classroom management shapes the entire learning experience. It determines how much of the day is actually available for instruction, how engaged students are, and whether students feel safe and supported. Unfortunately, too many new teachers are still learning these skills on the job. Just over half of teachers (52%) say that managing classroom behavior is their top source of job stress. @NCTQ's new framework gives prep programs a concrete roadmap for changing that, with specific, evidence-based actions across three key areas: understanding behaviors, emotions, and cultures; structuring the learning environment; and responding effectively when behavior challenges arise. nctq.org/research-insig…

Managing student behavior is a major source of stress for teachers. Better preparation can reduce that burden. Our new framework outlines how programs can build these skills before teachers enter the classroom. buff.ly/zZVCQnB

New teachers consistently report feeling underprepared to deal with classroom misbehavior. We developed a Classroom Management Framework—based on research—that helps teacher prep programs take action to better serve aspiring teachers. Check it out! buff.ly/zZVCQnB

District leaders who are using or exploring the four-day school week, this is worth a spot on your calendar next week. 👇 Don't miss @caldercenter's webinar on 4DSWs with new findings on how they affect recruitment, retention, and operations.

Many teachers pursue master's degrees because their districts position them as the clearest path to earn a higher salary. @NCTQ found 90% of large districts still incentivize teachers to earn master’s degrees despite research showing they don’t make teachers more effective. We shouldn’t be encouraging teachers to take on debt for credentials that aren’t guaranteed to make them better at teaching in the first place.

New @AnnenbergInst research offers a closer look at who aspires to become a teacher. An analysis of 11 million+ college applications points to three persistent challenges: racial disparities, weaker academic profiles, and declining interest over time. buff.ly/dgfl9FR

Teacher staffing decisions that seem logical on the surface can undermine learning. We reviewed the evidence on common approaches, like assigning less effective teachers to early, untested grades and moving teachers between grades (e.g., "looping"). buff.ly/UFuaPWR

This is not okay 👇 Research shows that master's degrees don't make teachers more effective. buff.ly/QLyRUee