Using student-level microdata from 2000–2001 to 2004–2005 from Florida and North Carolina, we compare the effectiveness of teachers in schools serving primarily students from low-income families (70% free-and-reduced-price-lunch students) with teachers in schools serving more advantaged...

This paper examines the mobility of early-career teachers of varying quality—measured using value-added methods—and focuses on the variation in these effects across the effectiveness distribution. On average, more effective teachers remain in the profession and stay in their...

Most research on equal educational opportunity has focused on inputs like teacher experience and degrees. This brief estimated teachers’ value added (contribution to student achievement growth) and measured access to highest-performing teachers in high- and low-poverty schools. Across 10...

This report describes The Equity Project (TEP) charter school’s instructional and personnel strategies, examines the characteristics and attrition rates of TEP students, and measures TEP’s impacts on student achievement during the school’s first four years of operation.

This working paper illustrates—theoretically and through simulations—that the Rothstein falsification test is not definitive in indicating bias in value-added model estimates of current teacher contributions to student learning.

This report presents trends on the implementation of Title I parental choice options from the National Longitudinal Study of No Child Left Behind and the Study of State Implementation of Accountability and Teacher Quality Under No Child Left Behind. In 2006-2007, 6.9 million students were...

This report presents findings on the implementation of parental choice options from the first year of two national studies of <I>No Child Left Behind</I>. In 2004-2005, nearly 6.2 million students were eligible for Title I school choice and as many as 1.8 million were eligible for supplemental...</i>