This report presents the value-added models used to measure school and teacher effectiveness in the District of Columbia Public Schools in the 2010–2011 school year.

This working paper helps to address the issue of isolating the effect of each teacher on student achievement when the student is taught the same subject by more than one teacher. This paper considers and compares three methods—Partial Credit Method, Teacher Team Method, and Full Roster...

Recent federal initiatives in education, such as Race to the Top, the Teacher Incentive Fund, and the flexibility policy for the Elementary and Secondary Education Act are designed in part to ensure that disadvantaged students have equal access to effective teaching. The initiatives respond to...

This study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students. Mathematica conducted the studies for the Institute of Education Sciences.

This report describes the characteristics, service receipt, and short-term job outcomes of female customers leaving the Workforce Investment Act (WIA) Adult and Dislocated Worker programs in 2009. It also assesses gender differences and local variation in service receipt and outcomes. Females...

This report updates the approach to estimating value-added models of teacher effectiveness in the District of Columbia Public Schools (DCPS) and eligible DC charter schools participating in Race to the Top during the 2012–2013 school year.

Some educators are concerned that students with test scores at the bottom or top of the test score distribution will negatively affect the value-added estimates of teachers of those students.

In this report, we document our approach to estimating a value-added model of teacher effectiveness in the District of Columbia Public Schools and eligible DC charter schools participating in Race to the Top during the 2013–2014 school year.