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It introduces a dataset covering all TOY awardees and their schools from 1988–2019 and uses descriptive and regression analyses to compare awardee patterns with a nationally representative teacher sample. Findings show TOY awardees most often teach at the high school level and in common subjects including elementary education, English language arts, and natural sciences, with implications for teacher voice in education policymaking.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/who-are-americas-teachers-of-the-year-research-report/590080/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/who-are-americas-teachers-of-the-year-research-report/590080.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study on the Teacher of the Year program?","Question",{"text":112,"@type":113},"To describe the characteristics of state and national TOY awardees and the schools in which they teach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze TOY awardees and their schools?",{"text":117,"@type":113},"It builds a new dataset for all TOY awardees and their schools from 1988 to 2019, then applies descriptive and regression (including fixed effects) analyses and comparisons to a nationally representative teacher sample.",{"name":119,"@type":110,"acceptedAnswer":120},"What major patterns does the study report about TOY awardees?",{"text":121,"@type":113},"TOY awardees are most likely to teach at the high school level, and common subject areas include elementary education, English language arts, and natural sciences; national TOY awardees also commonly teach social studies.",{"name":123,"@type":110,"acceptedAnswer":124},"Why might the findings affect the Teacher of the Year program’s policy influence?",{"text":125,"@type":113},"The article suggests differences tied to school context and selection may impede efforts to amplify teachers’ voice in education policymaking, especially as reform decisions increasingly occur at state and federal levels.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},590080,1792457443,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–14 DOI: 10. 1177/23328584211025524  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nWho Are America’s Teachers of the Year?  \nChristopher Redding  \nTed Myers  \nUniversity of Florida  \nThe Teacher of the Year (TOY) program is the longest-standing teacher recognition program in the United States. The purpose of this study is to describe the characteristics of state and national TOY awardees and the schools in which they teach. To accomplish this aim, we develop a new data set including the characteristics of all TOY awardees and their schools from 1988 to 2019. Using descriptive and regression analysis, we find that TOY awardees are most likely to teach at the high school level, while the most common subjects taught were elementary education, English language arts, natural sciences, and, for National TOY awardees, social studies. They also have a greater probability of being selected from schools with a smaller fraction of students eligible for free or reduced-price lunch, and higher student enrollments. We discuss how these differences may impede the TOY program’s efforts to amplify teachers’voice in education policymaking.  \nKeywords: descriptive analysis, econometric analysis, politics, regression analyses, secondary data analysis, teacher characteristics, teacher education/development  \nEvEn as calls for teacher leadership grow and the formal roles within school systems broaden, teacher leadership still tends to be highly localized (Eckert et al., 2016; Wenner & Campbell, 2017) . That is, when teachers engage in efforts outside their classroom to improve school conditions and student success, they are most likely to be confined to a local school or district or rely on collective mobilization, such as teacher walkouts or strikes. This focus on local conditions seems to result from four main factors: (1) teachers’resource and time constraints,(2) a focus of teachers’ work on routine classroom demands as opposed to the broader policy conditions that shape their work,(3) lack of access to social networks with connections to policymakers, and (4) a longstanding policymaking paradigm whereby teachers are the target of reform rather than its drivers (Cochran-Smith & Lytle, 2006; Hess, 2015; Honig, 2006; Mehta, 2013) .  \nOne notable exception to this pattern is the National Teacher of the Year (NTOY) program, the longest-standing teacher recognition program in the United States. Established by the Council of Chief State School Officers (CCSSO) in 1952, the program has annually selected a single awardee from a set of state-level nominees. The significance of this recognition is in some ways self-referential; by selecting a single teacher from the more than 3.5 million public schoolteachers, these teachers, as well as their state-level counterparts, are elevated as ambassadors ofthe teaching profession. Teacher of the Year (TOY) awardees are positioned to overcome the constraints that have historically inhibited teachers’broader involvement in the education policymaking process.  \nAs the NTOY program provides training for teachers to advocate for causes relevant to the teaching profession, access to policy networks, and, in some cases, support from states and districts to cover the cost of a year of paid leave, the program helps to amplify teachers’voice in education policymaking.  \nThis engagement in the policymaking process is, arguably, increasingly important for teachers as the education reform agenda has shifted in significant ways to the state and federal levels (Henig, 2009) . Beginning with No Child Left Behind, reform efforts have shaped school practices in ways previous reform efforts had not (Berkovich, 2011; CochranSmith & Lytle, 2006). If critical decisions affecting teachers’work are ","cbCaiswBDYXkEAhY","https://ap.wps.com/l/cbCaiswBDYXkEAhY","pdf",673664,14,"English","# Study purpose and data\n## TOY awardees and school characteristics (1988–2019)\n# Findings and implications\n## Teaching level and subject patterns\n## School demographics and selection likelihood\n## Impact on teacher voice in policymaking\n# Research questions","[{\"question\":\"What is the purpose of the study on the Teacher of the Year program?\",\"answer\":\"To describe the characteristics of state and national TOY awardees and the schools in which they teach.\"},{\"question\":\"How does the study analyze TOY awardees and their schools?\",\"answer\":\"It builds a new dataset for all TOY awardees and their schools from 1988 to 2019, then applies descriptive and regression (including fixed effects) analyses and comparisons to a nationally representative teacher sample.\"},{\"question\":\"What major patterns does the study report about TOY awardees?\",\"answer\":\"TOY awardees are most likely to teach at the high school level, and common subject areas include elementary education, English language arts, and natural sciences; national TOY awardees also commonly teach social studies.\"},{\"question\":\"Why might the findings affect the Teacher of the Year program’s policy influence?\",\"answer\":\"The article suggests differences tied to school context and selection may impede efforts to amplify teachers’ voice in education policymaking, especially as reform decisions increasingly occur at state and federal levels.\"}]","Who Are America’s Teachers of the Year? - Research Report | PDF",1792068746,35]