TERA

Though 37 percent of Tennessee’s students are people of color, only 13 percent of the state’s teachers are. To work toward narrowing that representation gap, the Tennessee Education Research Alliance, a research-practice partnership between Vanderbilt Peabody College and the Tennessee Department of Education, has received a four-year, $1.7 million grant from the U.S. Department of Education’s Institute of Education Sciences.  Read More

The Tennessee Education Research Alliance, a research-practice partnership between the Tennessee Department of Education and Vanderbilt Peabody College of education and human development, has named Laura Booker as its new executive director. Booker, a senior lecturer in the Department of Leadership, Policy and Organizations, will succeed Erin O’Hara, who served as TERA’s founding executive director for the past five years.  Read More

Yesterday the Tennessee Education Research Alliance released a report highlighting major findings from their work examining student and teacher experiences during the COVID-19 pandemic. Read More

The survey is a project of the Tennessee Education Research Alliance, a research-practice partnership between Vanderbilt University and the Tennessee Department of Education. Read More

Vanderbilt partnered with the Tennessee Department of Education to evaluate teacher perceptions and monitor school climates and culture across the state. Read More

According to a new Vanderbilt study, school turnaround strategies in Tennessee are not working as intended. Read More

This year’s survey, open from March 5 to April 19, 2019, includes topics such as educator evaluations, school climate and professional learning. Read More

A new research brief from the Tennessee Education Research Alliance finds that principal quality varies greatly from school to school in Tennessee and effective principals are not distributed equally in schools across the state. Read More

A Vanderbilt study finds that teachers of color are more likely to transfer schools than White teachers, especially when they are racially isolated. Read More

Principals with higher performance ratings are much more likely to retain higher-performing teachers and move out low performers, according to a new Vanderbilt study. Read More

After five years of implementation, iZone schools continue to show positive gains on student achievement while the students in the Achievement School District did not gain more or less than comparison schools. Read More

Student achievement gains are higher in schools where principals’ leadership practices are rated more positively by their supervisors, according to a new brief. Read More

Jason A. Grissom, associate professor of public policy and education, will lead the enterprise. Read More

Seven professors on the faculty at Vanderbilt's Peabody College of education and human development are once again included in the annual Edu-Scholar Public Influence Rankings. Read More

Jason Grissom will discuss his new research on school leadership Monday, Dec. 4, at the Wyatt Center Rotunda. Read More

Education researchers shared knowledge with representatives of research-practice partnerships from across the nation. Read More

“Trump’s First 100 Days and the Impact on Education,” is available to watch online now. Read More

The SLLA may not be the right measure for hiring principals. Read More

Both ASD and IZone schools are recruiting effective teachers, but the iZone schools are doing a better job of retaining them. Read More

Tennessee Tennessee teachers who received higher performance ratings reported higher job satisfaction than their peers. Read More