This study describes how eight early-adopting school districts are using two types of alternative measures for assessing teacher effectiveness: value-added models that use the results of end-of-course assessments or commercially available tests in statistical growth models instead of typical...

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.

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...

This report presents the methods used to identify effective schools in the Memphis City Schools during the second year of the project.

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.

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...