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The article presents information on a January 2012 gathering of a negotiation panel to discuss the creation of national rules to guide the assessment of U.S. teacher education programs, held in Washington, D.C. at the U.S. Department of Education. Topics include the requirements for educational standards related to teacher-training programs set by Title II of the Higher Education Act (HEA), the use of educational surveys and assessment report cards, and comments by panelist James G. Cibulka.

The article discusses an announcement by school officials in the District of Columbia regarding the dismissal of teachers and bonuses given to educators based on the results of the IMPACT teacher-evaluation system.

The article discusses a compensation method being used by school districts in Colorado, the District of Columbia and New York. Schools in these areas are offering new teachers higher starting salaries in an effort to increase interest in open positions. Administrators believe that this will give schools a larger and stronger pool of candidates to pick from.

The article reports on the granting of five-year Teacher Incentive Fund for District of Columbia Public Schools in partnership with the principal training organization, New Leader for New Schools in November 2006. The grant aims to ensure school and teacher effectiveness by using student achievement as their award. Funds granted to some states, such as South Carolina, will be used to expand the Teacher Advancement Program, which was created to concentrate on professional development.

The article discusses the impact of changes to teacher evaluation systems and pay-for-performance bonuses on teacher effectiveness in Washington, D.C., in the 2013 study "Incentives, Selection, and Teacher Performance: Evidence From IMPACT," by the National Bureau of Economic Research. Topics include comments by the study's co-author James H. Wyckoff with professor Thomas Dee on the IMPACT teacher evaluation system instituted by former Chancellor Michelle A. Rhee, and teacher motivation.

The article discusses opposition which has been seen to a Washington, D. C. educational evaluation process developed by the district's school chancellor, Michael A. Rhee , which may lead to the firing of 302 of the district's teachers and has labeled 737 of the district's educators as minimally effective.

The article reports on a tentative agreement for an employment contract which was reached in 2010 between the Washington Teachers' Union and officials from the schools of the District of Columbia. A discussion of a voluntary individual performance pay program that is contained in the contract and will be financed by private foundations is presented.

The article reports on labor negotiations being conducted in Washington D.C. between the teachers' union and the district in 2008. Details are given outlining the debate over teacher salary programs and the desire for the district to strengthen the ability of principals to dismiss teachers who were deemed ineffective. Additional comments are offered linking the issue to goals of increasing overall teacher quality.

This article examines a proposal in Washington D.C. regarding teacher pay and tenure. Essentially, the plan would trade the job security of tenure for much higher salaries. Both schools Chancellor Michelle Rhee and George Parker, the president of the Washington Teachers' Union, say the higher salaries would improve the district's ability to attract high-quality teachers to the school system. Teachers' unions are divided on the performance-pay proposal.

This article discusses a U.S. Education Department program, which was designed to give teachers the opportunity to interact with policy makers in Washington, D.C., in regards to how they are affected by education policy and program. The article focuses on teacher complaints regarding the difficulty they have found in adjusting to the annual testing requirements and quality standards of the U.S. education incentive act called No Child Left Behind.