This CALDER Center paper examines the value of strategically assigning disproportionately larger classes to the strongest teachers in order to optimize student learning in the face of differential teacher effectiveness.

Teachers’ individual contributions to student learning and schools’ contributions are typically intertwined. This paper explores the key issues related to strategies for identifying a value-added model to account for school and teacher contributions that create appropriate incentives for teachers. The authors recommend estimating between-school differences and then considering what part of those
differences should be attributed to teachers.

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.

This report presents selected findings from the public school district data file of the 2007–08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K–12 schools, principals, and teachers in the 50 states and the District of Columbia.

This report answers two basic sets of questions about children's knowledge and skill acquisition during the kindergarten year. What gains are children making from the fall of the kindergarten year to the spring of the kindergarten year in their overall reading and mathematics knowledge and skills? What gains are children making in specific knowledge and skills (e.g., recognizing letters, recognizing numbers)?

Using data from the final two rounds of the ECLS-B, a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten.

This special analysis examines the performance of U.S. students in reading, mathematics, and science compared with the performance of their peers in other countries that participated in PIRLS, PISA, and TIMSS in terms of students’ average scores and the percentage of students reaching internationally benchmarked performance levels.

This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom.

This First Look presents information about the biological fathers of children born in the United States in the year 2001.

With the recent attention on accountability measures for elementary and secondary schools, accountability in institutions of higher education has been all but overlooked. The National Survey of America's College Students (NSACS) is a study that examines the literacy of U.S. college students, providing information on how prepared these students are to continue to learn and use the skills that they will need in the years to come.

Using data from the 1991, 1995, and 1999 Adult Education Surveys of the National Household Education Surveys Program to examine participation rates in adult education over time, this report examines participation among different groups of adults for different types of adult education.