Does Collective Teacher Autonomy Make Any Difference for Student Achievement?

Does collective teacher autonomy positively impact student achievement? Kim Farris-Berg argues yes.

Teachers who have shared responsibility and accountability to design and run schools value a broader range of achievement than what is currently esteemed in K-12 schools—so much so that these teachers are seeking, designing, and financing new ways to assess this achievement. These teachers are using the information that they deem valuable to improve teaching and learning in their schools.

Learn more in this commentary on Larry Cuban’s School Reform and Classroom Practice blog.

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Learning about teacher-powered schools

Education Evolving and CTQ have partnered to create these resources for the Teacher-Powered Schools Initiative, which seeks to highlight successes around the country.

Visit the CTQ website to learn more about how CTQ brings educators and school system leaders together in other ways to improve public education for every student.