摘要：The 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.
