The findings paint a picture of a new generation of teachers who have high expectations for their students and a strong desire to build a profession based on high standards. And while they are strikingly similar to their more veteran colleagues when it comes to certain traditional working conditions issues like class size, we found them to be more open to performance-driven options for how they are evaluated and paid.
In this report, we unpack the data in these three key reform areas, culminating in a set of recommendations on how these perspectives could inform policies and practices that would help retain more early-career teachers.
