Describes how various components of Mathematica's complex study fit together and explains perspectives and principles related to 1) distinguishing implemented programs from intended ones, 2) ensuring broad coverage to explore competing theories of effective programming, 3) collecting...

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 final report on the national evaluation examines program implementation and effects of workplace literacy, finding that it is possible to implement and institutionalize effective programs, but doing so presents challenges for employers, program leaders, and policymakers.

This working paper outlines four options available to policymakers for addressing co-teaching in a value-added model: the partial credit method, the teacher team method, the full roster method, and the full roster-plus method. The authors discuss why the first two methods are impractical, and...