This report summarizes the evidence on measures of student achievement growth used in teacher evaluation that do not rely on traditional annual state assessments, and that instead use commercially available assessments, locally developed common assessments, and teacher-developed student learning...

This report presents the results of exploratory quasi-experimental analyses that use a regression discontinuity design to examine the relationships between certain features of No Child Left Behind accountability and subsequent student achievement in Title I schools in two states and three school...

This report describes the value-added models (VAMs) created for the Pittsburgh Public Schools and the Pittsburgh Federation of Teachers. Pittsburgh's VAMs use not only state assessments but also course-specific assessments, student attendance, and course completion rates, aiming to produce...

This report summarizes the evidence on measures of student achievement growth used in teacher evaluation that do not rely on traditional annual state assessments, and that instead use commercially available assessments, locally developed common assessments, and teacher-developed student learning...

This article uses data from Ohio, a state that allows a wide range of organizations to authorize charter schools, to examine the relationship between type of authorizer and charter-school effectiveness.

This paper uses individual student-level data from Ohio–which permits a wide range of organizations to authorize charter schools—to examine the relationship between type of authorizer and charter-school effectiveness, as measured by students’ achievement trajectories.

This paper examines the charter school authorizing process using student-level data from Ohio, a state with a range of public and private authorizers. The study found charters authorized by nonprofits are less effective in promoting student achievement than other charter schools (though there...

Charter schools are publicly funded schools that operate autonomously, outside the direct control of local school districts, and generally enroll students through the choices of their parents rather than through residential assignment. These schools have proved popular nationwide. The authors...

This paper uses individual student-level data from Ohio–which permits a wide range of organizations to authorize charter schools—to examine the relationship between type of authorizer and charter-school effectiveness, as measured by students’ achievement trajectories.