This study reexamines the TIMSS and PISA results to correct this comparison bias by analyzing U.S. mathematics performance relative to a common set of 12 countries that participated in all three assessments.
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This report delivers an overview of the site visit component of the TTT evaluation. Specifically, it describes the process that was used to select the eight sites and provides a snapshot of each; discusses major themes that emerged from the data and relates them to the literature on alternative certification programs; and presents case studies of the sites that highlight the distinctive approaches used across the United States.
The effort to link statistically student achievement to measures of teaching or teachers has proven very difficult. Analysts generally agree that the impacts of effective teachers on student achievement are important. The problem for analysts has been in identifying the characteristics of high quality teaching or teachers.
This qualitative, comparative case study examines how school stakeholders understood comprehensive school reform (CSR) implementation, and how contextual factors influenced the process of CSR model implementation.
Developing reliable and valid national-level survey measures of instructional processes and other classroom conditions related to learning has proven exceptionally difficult. This report focuses on the size of the impact that can be expected from instruction and teachers on student achievement and on the conceptualization of measures of instruction and other classroom conditions related to learning.
This communication framework was developed to promote effective dialogue about the measurement of teacher quality and effectiveness. It facilitates communication about policies regarding teacher effectiveness by helping to build a shared understanding of the terminology used in the discussion.