By studying high-flying schools around the world, some district leaders in the U.S. are driving transformative changes to yield better results.

U.S. schools and districts can glean valuable insights from global leaders on attracting and preparing teachers who will empower all learners today and equip them for the future.

The result of a multi-year study, this book explores how five school systems—British Columbia, Estonia, Finland, Hong Kong and South Korea—have been rethinking and reforming their schools systems.

The report from the 2023 International Summit on the Teaching Profession (ISTP).

Strong school leadership is critical to shaping learning environments, supporting high-quality teachers and teaching, and improved student outcomes. A new report from the Learning Policy Institute explores what makes a high-quality school leadership professional learning program.

In a groundbreaking new report, a bipartisan group of 20 state legislators and staff are urging their colleagues to reimagine public education in the U.S. based on the successful practices and policies of the world’s best education systems.

NCEE and legislators grapple with questions about the future of education systems at the 2022 National Conference of State Legislatures (NCSL) Legislative Summit.

A Las Vegas principal used the upheaval of the pandemic as a chance to ground the school’s professional learning in teacher-led inquiry.

In this report from the 2022 International Summit on the Teaching Profession, NCEE summarizes the latest thinking from high-performing education systems about how schools can responsibly harness new technologies, build more inclusive communities, and help to secure a sustainable future.

America’s most effective teachers are often not in the classrooms where they’re needed most. Some new research shows other countries face the same challenge. But there are also places to look to for solutions.

This just-released report outlines the rich conversations that took place among leaders from a set of the world’s highest-performing education systems about the impact of digitalization and other global trends on the future of work and civil society; what this means for what students should learn and how they should learn it; and how this might change the role of educators and the design of public education systems.

There are too many incentives for teachers to leave the classroom and not enough for them to stay, NCEE’s Jason Dougal and Ann Borthwick argue in a commentary for K-12 Dive. Dougal and Borthwick lay out a vision for an education system in which teachers’ work environment is more like that of doctors and lawyers and they are rewarded for leading the growth of their colleagues. Implementing these changes in light of current teacher shortages will attract more people to education and keep them in classrooms longer.