Showing 1 - 10 of 20
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.
Persistent link: https://www.econbiz.de/10010923859
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.
Persistent link: https://www.econbiz.de/10010924328
Persistent link: https://www.econbiz.de/10010924603
This report presents findings from Phase 2 of a three-year teacher evaluation pilot conducted by the Pennsylvania Department of Education. Principals evaluated the teaching practices of teachers using The Framework for Teaching, a rubric that includes 22 components grouped into four broad...
Persistent link: https://www.econbiz.de/10010924655
By offering $20,000 per teacher, seven school districts piloting a transfer-incentive strategy, known as the Talent Transfer Initiative (TTI), filled 90 percent of their targeted vacancies in hard-to-staff schools with some of the districts' highest-performing teachers. A new study highlights...
Persistent link: https://www.econbiz.de/10010925131
This report presents the methods used to identify effective schools in the Memphis City Schools during the second year of the project.
Persistent link: https://www.econbiz.de/10010925179
This working paper examines the sensitivity and precision of teacher value-added model (VAM) estimates obtained under model specifications that differ based on whether they include student-level background characteristics, peer-level background characteristics, and/or a double-lagged achievement...
Persistent link: https://www.econbiz.de/10010925340
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.
Persistent link: https://www.econbiz.de/10011262070
This report describes the value-added models that were used to estimate measures of teacher and principal effectiveness in Charleston County School District for the 2013-2014 school year. These measures are combined with other measures in the district’s multi-dimensional BRIDGE evaluation...
Persistent link: https://www.econbiz.de/10011262448
In an influential paper, Jesse Rothstein (2010) shows that standard value-added models (VAMs) suggest implausible and large future teacher effects on past student achievement. This is the basis of a falsification test that appears to indicate bias in typical VAM estimates of teacher...
Persistent link: https://www.econbiz.de/10011262554