Julie Rogers-Martin had started to doubt her teaching skills. After 30 years in education, working mostly with underprivileged inner-city students, Rogers-Martin felt she had developed a level of competence and professionalism that can only be gained from hard work and experience. Her superiors at East Lake Elementary School in the Atlanta Public Schools system where she taught for six years seemed to agree. Administrators held her up as a model, praising her classroom management skills and use of technology and showcasing her class to parents and administrators, she says. But between 2007 and 2009 a strange thing started happening: Some...