Evaluation systems appear to be one of the most rapidly changing policy issues affecting teachers in recent years. This paper provides a brief synopsis of the process of dissecting the evaluation system.
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11 Dec 2015
Teacher quality is recognized as a primary driver of variation in student learning outcomes, particularly in refugee and emergency settings, but few studies have examined the factors that motivate or demotivate teachers in these contexts. This article examines secondary source materials from academic experts and gray literature from United Nations agencies and nongovernmental organizations to identify seven key areas that affect teacher retention in refugee and emergency settings.
11 Nov 2015
Teach For America (TFA), the alternative certification program that places intensively selected recent college graduates and midcareer professionals into classrooms serving high-need students, requires a two-year commitment from the corps members it places in regions across the country. This report examines low retention, a major point of criticism directed at the program.
2 Oct 2015
The federal adult education program serves more than two million eligible adults who lack basic literacy and English language skills. Although numerous studies in K–12 have shown that measurable teacher characteristics can be related to student achievement, no such research exists that examines teacher effectiveness in adult education. To explore whether indicators of teacher quality are associated with student achievement in adult education, this second brief in a series examines the relationships between teacher characteristics and student achievement.
1 Oct 2015
One of the roles of the U.S. adult education system is to increase the number of nontraditional learners who transition to postsecondary education. Unlike transition services for high school graduates, the transformation of adult education programs to include transition services for adults is an emerging area of concern for the field of adult education. This brief examines the relationships between teacher characteristics and student transitioning into postsecondary education and finds that they were often not consistent across students with different educational functioning levels or were not substantively meaningful.
30 Sep 2015
Currently, the only large-scale source of data on adult education teachers and students comes from state data systems designed for federal accountability reporting through the National Reporting System, which requires all states to have a student-level record system for reporting the outcomes, attendance, and characteristics of students who attend federally funded adult education and literacy programs; however, using this data for the purposes of analysis and research is not straightforward. This brief focuses on communicating these common issues with administrative data and provides recommendations that may help states maintain a data system that can be better used for their own analysis and program evaluation as well as for outside research.
10 Sep 2015
The federal government recently directed states to develop plans to reduce inequity in the distribution of teacher quality across schools. Examination of data from Washington state suggests that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns, and that more qualified prospective teachers tend to student teach in more advantaged districts.
10 Sep 2015
A considerable amount of research exists on the mobility of teachers within states, but very little is known about the extent to which teachers move from employment in public schools in one state to another. This paper shows levels of cross-state mobility that are drastically lower than levels of within-state mobility, even when accounting for proximity to the border. These findings are consistent with the hypothesis that there are significant penalties to cross-state mobility that may be attributable to state-specific licensure regulations, seniority rules, and pension structures.
16 May 2015
The federal Race to the Top competition provided significant impetus for states to adopt “value-added” models as a part of their teacher evaluation systems. This study examines how teacher evaluations are affected by incorrectly attributing changes in student's test scores to the value-added of teachers in spring classrooms, and explores methods that can provide the best approximation in the absence of more detailed data.
30 Apr 2015
State implementation of new standards (revising, adapting, and adopting new standards) is a significant undertaking. Many states are just beginning to consider whether to modify existing science standards, adapt standards being used in other states, or develop new ones. This document is intended to guide state boards of education through this complex process.