Education
Longitudinal Data Research Center
The National Center for Analysis of Longitudinal Data in Education Research (CALDER), a national competitively funded research center, is a joint project of AIR and scholars at Duke University, Northwestern University, Stanford University, the University of Missouri, the University of Texas at Dallas, and the University of Washington.
The Center's research scientists are leaders in the field of economics and other social sciences as they relate to education policy research.
The Center focuses on how K-12 teacher policies, governance policies, and social and economic community conditions affect outcomes for teachers and their students. More recently, the Center has extended its work to Postsecondary education and labor market outcomes. By capitalizing on rich longitudinal data, CALDER explores a breadth of critical education issues and makes the highest quality research available to policymakers.
Visit the CALDER website.
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In this Washington Post opinion piece, researchers Umet Özek and Michael Hansen caution against overreacting to school closings, and contend that kids bounce back after school closings.
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The specifics of how growth models should be constructed and used to evaluate schools and teachers is a topic of lively policy debate in states and school districts nationwide. In this paper we take up the question of model choice and examine three competing approaches.
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The use of student test-based measures of teacher effectiveness in personnel decisions, such as tenure, is controversial. It is a major bone of contention in the recent Chicago teacher strike. The conversation here focuses on the uses, value, and limitations of these measures, often called value-added measures.
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