Reports and Publications

Each of Insight’s products is designed to convey complex information clearly, effectively, and concisely, particularly to nontechnical audiences. Our reports and other publications are tailored to ensure research evidence informs public policy and program implementation. We aim to exceed client expectations with every product delivered.

Reports and Publications

The Southwest Region: A Report Identifying and Addressing the Region’s Educational Needs

This report summarizes the activities and results of the Southwest Regional Advisory Committee (RAC), 1 of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. § 9601 et seq.). The RACs were formed to identify the region’s most critical educational needs and develop recommendations for technical assistance to meet those needs. The technical assistance provided to state education agencies (SEAs) aims to build capacity for supporting local education agencies (LEAs or districts) and schools, especially low-performing districts and schools; improving educational outcomes for all students; closing achievement gaps; and improving the quality of instruction. The report represents the work of the Southwest RAC, which includes Arkansas, Louisiana, New Mexico, Oklahoma, and Texas.

Committee members convened three times and reached out to their respective constituencies between July 19, 2016, and August 31, 2016. Members of the Southwest RAC represented a variety of stakeholders, including LEAs and SEAs; institutions of higher education; parents; practicing educators; and organizations serving youths, educators, or both. The members shared resources, communicated, and collaborated using Communities360⁰, an interactive online platform hosted within the larger GRADS360⁰ system and housed within the secure U.S. Department of Education environment. Table A provides a list of committee members and their affiliations. An additional stakeholder from Arkansas (representing institutions of higher education) declined the invitation to participate in the Southwest RAC

The Southeast Region: A Report Identifying and Addressing the Region’s Educational Needs

This report summarizes the activities and results of the Southeast Regional Advisory Committee (RAC), 1 of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. § 9601 et seq.). The RACs were formed to identify the region’s most critical educational needs and develop recommendations for technical assistance to meet those needs. The technical assistance provided to state education agencies (SEAs) aims to build capacity for supporting local education agencies (LEAs or districts) and schools, especially low-performing districts and schools; improving educational outcomes for all students; closing achievement gaps; and improving the quality of instruction. The report represents the work of the Southeast RAC, which includes Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina.

Committee members convened three times and reached out to their respective constituencies between July 19, 2016, and August 18, 2016. Members of the Southeast RAC represented a variety of stakeholders, including LEA superintendents, teachers, and other school and district staff members; state chief school officers and other SEA staff members; and institutions of higher education administrators, professors, and researchers. The members shared resources, communicated, and collaborated using Communities360⁰, an interactive online platform hosted within the larger GRADS360⁰ system and housed within the secure U.S. Department of Education environment. Table A provides a list of committee members and their affiliations. An additional stakeholder from South Carolina (representing school boards, businesses, and parents) declined the invitation to participate in the Southeast RAC.

The Pacific Region: A Report Identifying and Addressing the Region’s Educational Needs

This report summarizes the activities and results of the Pacific Regional Advisory Committee (RAC), 1 of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. § 9601 et seq.). The RACs were formed to identify the region’s most critical educational needs and develop recommendations for technical assistance to meet those needs. The technical assistance provided to state education agencies (SEAs) aims to build capacity for supporting local education agencies (LEAs or districts) and schools, especially low-performing districts and schools; improving educational outcomes for all students; closing achievement gaps; and improving the quality of instruction. The Pacific RAC, represented in this report, includes American Samoa, the Commonwealth of the Northern Mariana Islands (CNMI), the Federated States of Micronesia (FSM), Guam, Hawaii, the Republic of the Marshall Islands, and the Republic of Palau.

Committee members convened three times and reached out to their respective constituencies between July 19, 2016, and August 31, 2016. Members of the Pacific RAC represented a variety of stakeholders, including SEAs, institutions of higher education, and schools. The members collaborated, communicated, and shared resources using Communities360⁰, an interactive online platform hosted within the larger GRADS360⁰ system housed within the secure U.S. Department of Education environment. Table A shows the three Pacific committee members and their affiliations. Two representatives from FSM were invited to participate, but did not respond to the invitation.

The Northwest Region: A Report Identifying and Addressing the Region’s Educational Needs

This report summarizes the activities and results of the Northwest Regional Advisory Committee (RAC), 1 of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. § 9601 et seq.). The RACs were formed to identify the region’s most critical educational needs and develop recommendations for technical assistance to meet those needs. The technical assistance provided to state education agencies (SEAs) aims to build capacity for supporting local education agencies (LEAs or districts) and schools, especially low-performing districts and schools; improve educational outcomes for all students; close achievement gaps; and improve the quality of instruction. The report represents the work of the Northwest RAC, which includes Alaska, Idaho, Montana, Oregon, and Washington.

Committee members convened three times and reached out to their respective constituencies between July 19, 2016, and August 31, 2016. Members of the Northwest RAC represented a variety of stakeholders, including the business community, LEAs and SEAs, institutions of higher education, and practicing educators. The members collaborated, communicated, and shared resources using Communities360⁰, an interactive online platform hosted within the larger GRADS360⁰ system housed within the secure U.S. Department of Education environment. Table A provides a list of committee members and their affiliations. A superintendent in Oregon and a representative from Office of the Superintendent of Instruction in Washington State were invited to participate in the Northwest RAC but declined the invitation.

The Northeast and Islands Region: A Report Identifying and Addressing the Region’s Educational Needs

This report summarizes the activities and results of the Northeast and Islands Regional Advisory Committee (RAC), 1 of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. § 9601 et seq.). The RACs were formed to identify the region’s most critical educational needs and develop recommendations for technical assistance to meet those needs. The technical assistance provided to state education agencies (SEAs) aims to build capacity for supporting local education agencies (LEAs or districts) and schools, especially low-performing districts and schools; improving educational outcomes for all students; closing achievement gaps; and improving the quality of instruction. The report represents the work of the Northeast and Islands RAC, which includes Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont, and the U.S. Virgin Islands.

Committee members convened three times and reached out to their respective constituencies between July 19, 2016, and August 31, 2016. Members of the Northeast and Islands RAC represented a variety of stakeholders, including LEAs and SEAs; institutions of higher education; parents; practicing educators; and organizations serving youths and educators. The members collaborated, communicated, and shared resources using Communities360⁰, an interactive online platform hosted within the larger GRADS360⁰ system housed within the secure U.S. Department of Education environment. Table A provides a list of committee members and their affiliations.

The Midwest Region: A Report Identifying and Addressing the Region’s Educational Needs

This report summarizes the activities and results of the Midwest Regional Advisory Committee (RAC), 1 of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. § 9601 et seq.). The RACs were formed to identify the region’s most critical educational needs and develop recommendations for technical assistance to meet those needs. The technical assistance provided to state education agencies (SEAs) aims to build capacity for supporting local education agencies (LEAs or districts) and schools, especially low-performing districts and schools; improving educational outcomes for all students; closing achievement gaps; and improving the quality of instruction. The report represents the work of the Midwest RAC, which includes Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin.

Committee members convened three times and reached out to their respective constituencies between July 19, 2016, and August 31, 2016. Members of the Midwest RAC represented a variety of stakeholders, including LEAs and SEAs; institutions of higher education; practicing educators; and organizations serving educators. The members collaborated, communicated, and shared resources using Communities360⁰, an interactive online platform hosted within the larger GRADS360⁰ system housed within the secure U.S. Department of Education environment. Table A provides a list of committee members and their affiliations.

The Mid-Atlantic Region: A Report Identifying and Addressing the Region’s Educational Needs

This report summarizes the activities and results of the Mid-Atlantic Regional Advisory Committee (RAC), 1 of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. § 9601 et seq.). The RACs were formed to identify the region’s most critical educational needs and develop recommendations for technical assistance to meet those needs. The technical assistance provided to state education agencies (SEAs) aims to build capacity for supporting local education agencies (LEAs or districts) and schools, especially low-performing districts and schools; improving educational outcomes for all students; closing achievement gaps; and improving the quality of instruction. The report represents the work of the Mid-Atlantic RAC, which includes Delaware, Maryland, New Jersey, Pennsylvania, and the District of Columbia.

Committee members convened three times and reached out to their respective constituencies between July 19, 2016, and August 31, 2016. Members of the Mid-Atlantic RAC represented a variety of stakeholders, including local educational agencies (LEAs), state education agencies (SEA), education associations, and boards of education. The members collaborated, communicated, and shared resources using Communities360⁰, an interactive online platform hosted within the larger GRADS360⁰ system housed within the secure U.S. Department of Education environment. Table A provides a list of committee members and their affiliations. Two additional individuals, one from Maryland and one from New Jersey, were invited to participate but declined due to conflicts of interest. An additional superintendent from Pennsylvania originally accepted the invitation, but later removed herself from the committee.

The Central Region: A Report Identifying and Addressing the Region’s Educational Needs

This report summarizes the activities and results of the Central Regional Advisory Committee (RAC), 1 of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. § 9601 et seq.). The RACs were formed to identify the region’s most critical educational needs and develop recommendations for technical assistance to meet those needs. The technical assistance provided to state education agencies (SEAs) aims to build capacity for supporting local education agencies (LEAs or districts) and schools, especially low-performing districts and schools; improving educational outcomes for all students; closing achievement gaps; and improving the quality of instruction. The report represents the work of the Central RAC, which includes Colorado, Kansas, Missouri, North Dakota, Nebraska, South Dakota, and Wyoming.

Committee members convened three times and reached out to their respective constituencies between July 19, 2016, and August 25, 2016. Members of the Central RAC represented a variety of stakeholders, including LEAs and SEAs; institutions of higher education; parents; practicing educators; and organizations serving youths, educators, or both. The members collaborated, communicated, and shared resources using Communities360⁰, an interactive online platform hosted within the larger GRADS360⁰ system housed within the secure U.S. Department of Education environment. Table A provides a list of committee members and their affiliations. Originally there was another representative from the Colorado Department of Education on the Central RAC, but she left for another organization and could no longer participate. An invitation was also extended to a superintendent in Wyoming who declined participation.

The Appalachian Region: A Report Identifying and Addressing the Region’s Educational Needs

This report summarizes the activities and results of the Appalachian Regional Advisory Committee (RAC), 1 of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. § 9601 et seq.). The RACs were formed to identify the region’s most critical educational needs and develop recommendations for technical assistance to meet those needs. The technical assistance provided to state education agencies (SEAs) aims to build capacity for supporting local education agencies (LEAs) or local education districts and schools, especially low-performing districts and schools; improving educational outcomes for all students; closing achievement gaps; and improving the quality of instruction. The report represents the work of the Appalachian RAC, which includes Kentucky, Tennessee, Virginia, and West Virginia.

Committee members convened three times and reached out to their respective constituencies between July 19, 2016, and August 31, 2016. Members of the Appalachian RAC represented a variety of stakeholders, including early childhood specialists, state and local school board members, education researchers and practitioners, school administrators, parents, and representatives from organizations serving educators and federal and state governments. The members collaborated, communicated, and shared resources using Communities360⁰, an interactive online platform hosted within the larger GRADS360⁰ system housed within the secure U.S. Department of Education environment. Table A provides a list of committee members and their affiliations

Sources of Newly Hired Teachers in the United States: Results from the Schools and Staffing Survey, 1987–88 to 2011–12

There are at least four ways teachers may enter a new school: directly after receiving a new degree, exiting a different career, transferring from another school or type of position in a school, or after a break from teaching. The data used in this report span 25 years, from 1987 to 2012, providing an overview of these four key sources of newly hired teachers in the United States using the Schools and Staffing Survey
(SASS).

Four administrations of SASS (1987–88, 1999–2000, 2007–08, and 2011–12) provide data tracing the demographic characteristics, experience, qualifications, and prior year activities of newly hired K–12 teachers in the United States. Newly hired teachers are those who are new to teaching or those who are in a new position at a school in a different district or system in the academic year of the survey administration and taught at least half time or more at the school.