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Christopher Redding - University of Florida. Gainesville, FL, US

Christopher Redding Christopher Redding

Assistant Professor | University of Florida

Gainesville, FL, UNITED STATES

Christopher Redding conducts research using survey and administrative data that focuses on the policies and educator labor market.

Biography

He conducts rigorous research using survey and administrative data that focuses on the policies and educator labor market patterns that exacerbate the unequal distribution of high quality teachers and the reforms intended to reduce this problem. Broadly, this research describes failures in the teacher labor market that impede the learning opportunities for underserved students and the ways in which changes in teacher education, development, and leadership opportunities can lead to better teacher retention and student outcomes, particularly in underserved schools.

Industry Expertise (1)

Education/Learning

Areas of Expertise (3)

School Turnaround

Educational Policy

Teacher Quality

Media Appearances (2)

More G&T Classes Would Help School Diversity, Not Harm It

Yahoo! News  online

2021-06-27

As with all such studies, it gives both proponents and opponents of gifted education something to support their views. Authors Christopher Redding of the University of Florida and Jason A. Grissom of Vanderbilt University write: Rigorous studies of gifted programs in single-school districts demonstrate that participation can (emphasis theirs) have positive effects on student achievement.

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Pa. is one of the best states for teachers, study says

Penn Live  online

2020-09-21

“The largest challenge faced by teachers is that the work demands placed upon them are often incommensurate with the resources and support they receive,” says Christopher Redding, Assistant Professor of Educational Leadership at the University of Florida. “Teachers working in historically underserved schools often face especially challenging work conditions without the needed school resources or administrative support, elevating burnout and turnover among teachers in these schools.”

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Articles (5)

Changing the Composition of Beginning Teachers: The Role of State Alternative Certification Policies

Educational Policy

Christopher Redding

2021 Drawing on nationally representative data from six cohorts of beginning teachers from the Schools and Staffing Survey and the National Teacher and Principal Survey, this study applies a difference-in-differences research design to examine the relationship between changes to state-level alternative certification policies and the characteristics of new teachers. The introduction of alternate routes into teaching is associated with an increase in the fraction of new teachers of color in a state and the new teachers who graduated from selective colleges. No evidence was found of a relationship with the relative share of male teachers or teachers of in-demand subjects.

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In the NIC of Time: How Sustainable Are Networked Improvement Communities?

American Journal of Education

Ela Joshi, Christopher Redding, Marisa Cannata

2021 Networked improvement communities (NICs) mark a promising approach to address the challenges of sustaining school reform. Whereas NICs are intended to help scale and sustain reforms, there is little evidence on how this works, as few NICs have existed long enough to be described over time. This study uses social network theory to understand what happened after the removal of external supports for a NIC regarding the sustainability of the improvement efforts as well as the NIC itself. We use social network data and interviews conducted with about 70 school and district leaders within the NIC to examine changes in the organizational infrastructure that maintained or changed network features. Our findings indicate that, upon the withdrawal of external supports, the network constricted, though core network features were maintained.

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Do Students in Gifted Programs Perform Better? Linking Gifted Program Participation to Achievement and Nonachievement Outcomes

Educational Evaluation and Policy Analysis

Christopher Redding, Jason A Grissom

2021 Growing concerns about inequitable access have made public investment in gifted programs controversial in many school districts, yet advocates maintain that gifted services provide necessary enrichment for exceptional students to succeed at school. We provide evidence on whether the typical gifted program indeed benefits elementary students’ achievement and nonachievement outcomes, using nationally representative data from the Early Childhood Longitudinal Study, 2010–2011 kindergarten cohort. Leveraging within-school and within-student comparisons, we find that participating in a school’s gifted program is associated with reading and mathematics achievement for the average student, although associations are small. We find no evidence of a relationship between gifted participation and student absences, reported engagement with school, or student mobility.

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The Relationship Between School Turnaround and Student Outcomes: A Meta-Analysis

Educational Evaluation and Policy Analysis

Christopher Redding, Tuan D Nguyen

2020 School turnaround has emerged as a predominant strategy to improve chronically low-performing schools, although the approach remains controversial. This meta-analysis synthesizes results from 35 studies to examine the relationship between school turnaround and various student outcomes. We find that school turnaround is associated with improved attendance, standardized test scores, and graduation rates. When separating the results by the different turnaround models, transformation, turnaround, and restart models are associated with improvements in student test scores. We find no evidence of a significant relationship between school closure or state turnaround conducted under No Child Left Behind (NCLB) waivers and student test scores.

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The Map Is Not the Territory: Considering the Role of School Improvement Plans in Turnaround Schools

Journal of Cases in Educational Leadership

Christopher Redding, Linda Searby

2020 School improvement plans (SIPs) are increasingly used to structure the process of setting and monitoring goals. As SIPs are designed to identify and address local problems of practice, there is the possibility that these tools help school leaders initiate and carry out ambitious school improvement. Yet, practical challenges abound in the development and initiation of a SIP. This teaching case describes the process by which one school leader developed the SIP in a turnaround school, how the plan was initially received, and the consequences when she unilaterally initiated change. The potential benefits of school improvement planning, such as goal-setting and progress monitoring, are contrasted with practical constraints associated with plan development.

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Languages (1)

  • English