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.

To determine how the strategy of replacing principals affected student achievement in D.C. Public Schools, the Walton Family Foundation contracted with Mathematica Policy Research. The resulting study is the first to examine the impact of such a strategy on student achievement.

To determine how the strategy of replacing principals affected student achievement in D.C. Public Schools, the Walton Family Foundation contracted with Mathematica Policy Research. The resulting study is the first to examine the impact of such a strategy on student achievement.

This In Focus brief provides a snapshot of the study and findings.

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 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...