eric.ed.gov har udgivet: In the wake of Hurricane Katrina, the number of charter schools in New Orleans has rapidly expanded. During the 2012/13 school year–the period covered by this study–of the 85 public schools in New Orleans, 75 were chartered, enrolling more than 84 percent of all public school students in the city in 92 different school campuses. This study explored organizational, operational, and instructional features of New Orleans charter schools serving grades 3-8 that are potential indicators of student achievement growth in English language arts (ELA), math, and science. The organizational characteristic of kindergarten provided as an entry grade was associated with higher levels of [value-added measures] VAM on the ELA test. The operational characteristic of an extended school year also was associated with higher levels of ELA VAM.… Continue Reading →
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eric.ed.gov har udgivet: The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception–the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. The report provides implementation and impact information after four school years. Implementation was similar across the four years, with most districts implementing at least three of the four required components for teachers. In a subset of 10 districts participating in the random assignment… Continue Reading →
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eric.ed.gov har udgivet: The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception–the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. The report provides implementation and impact information after four school years. Implementation was similar across the four years, with most districts implementing at least three of the four required components for teachers. In a subset of 10 districts participating in the random assignment… Continue Reading →
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eric.ed.gov har udgivet: This study examines the effects of including the summer period on value-added assessments (VAA) of teacher and school performance at the early grades. The results indicate that 40-62% of the variance in VAA estimates originates from the summer period, depending on the outcome (i.e., reading or math achievement gains). Furthermore, when summer is omitted from the VAA model, 51-61% of the teachers and 58-61% of the schools change performance quintiles, with many changing 2-3 quintiles. Extensive statistical controls for student background and classroom and school context reduce the summer effect, but 36-47% of the teachers and 42-49% of the schools are still in different quintiles. Furthermore, besides misclassifying teachers and schools, the results show that including summer tends to bias VAA estimates against schools with concentrated poverty.… Continue Reading →
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eric.ed.gov har udgivet: Previous research suggests that there are academic benefits when students and teachers share the same race/ethnicity because such teachers can serve as role models, mentors, advocates, or cultural translators. In this paper, we obtain estimates of achievement changes as students are assigned to teachers of different races/ethnicities from grades 3 through 10 utilizing a large administrative dataset provided by the Florida Department of Education that follows the universe of test-taking students in Florida public schools from 2001-02 through 2008-09. We find small but significant positive effects when black and white students are assigned to race-congruent teachers in reading (0.004 to 0.005 standard deviations) and for black, white and Asian/Pacific Island students in math (0.007 to 0.041 standard deviations). We also examine the effects of race matching by… Continue Reading →
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eric.ed.gov har udgivet: This study was conducted to examine the promising practice of using technology in teaching math and science in a charter high school in California. The research employed an in-depth qualitative case study method. The main participants were principals, lead teachers, teachers, and support staff. Interviews, observations, and archival documents were the main data collection tools. The study found that the practice of using technology in teaching by the school, Center for Advanced Research and Technology (CART), has lead to positive educational outcomes. These include increased student achievement in standardized test scores, increased motivation, growth in mean GPA, less behavior problems from students, and improved school attendance by students. Implications for policy and practice were discussed. Link til kilde
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eric.ed.gov har udgivet: A primary feature of the Math and Science Partnership Program Evaluation (MSP PE) is the examination of K-12 student achievement changes associated with the National Science Foundation’s (NSF) Math and Science Partnership (MSP) Program. This article describes one of three complementary assessments of K-12 student achievement being conducted by the MSP-PE, and consists of a synthesis of student achievement findings reported by the MSP projects themselves (the other two assessments also are described in this volume). The assessment described in this article covers 39 of the 48 MSP project awards made by NSF from 2002 to 2004. Data sources included the MSP projects’ annual and evaluation reports submitted to NSF through 2006-07 and research manuscripts developed by the MSPs for presentation at three MSP evaluation conferences. A… Continue Reading →
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eric.ed.gov har udgivet: To understand the immediate impact of a university-school district partnership that places preservice teachers (both traditional undergraduates and graduate students in an initial licensure residency program) in a Professional Development School (PDS) model, this exploratory study reviewed data from yearly examinations required by the Kansas State Department of Education for the purpose of monitoring average yearly progress in reading and math. Scores of students (grades 3-5) in 16 PDS sites were compared to scores of students in 16 non-PDS sites in the same district, matched for similarity based on demographic criteria. Findings indicate statistically significant differences in gains in the percent of students performing at or above proficient on state reading assessments, with students attending PDS sites outperforming those who attend non-PDS sites. Findings related to math… Continue Reading →
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eric.ed.gov har udgivet: Since the 1990s, the United States has fallen behind on college completion, slipping from first in the world in 1995 to 10th in 2016. A major factor in the country’s low rates of college completion is a lack of true college preparation in the K-12 education system. On the National Assessment of Educational Progress, the math achievement of 12th graders has remained stagnant since 2005, and reading achievement is actually 5 scale score points lower than it was in 1992, more than 25 years ago. States across the country have taken important steps to reverse this trend, and some are successfully raising standards for students in reading and math by adopting the Common Core State Standards, an effort initiated by governors in 2010. These standards describe what… Continue Reading →
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eric.ed.gov har udgivet: This study investigated whether two different versions of an online professional development course produced different impacts on the intended outcomes of the course. Variations of an online course for middle school algebra teachers were created for two experimental conditions. One was an actively facilitated course with asynchronous peer interactions among participants. The second was a self-paced condition, in which neither active facilitation nor peer interactions were available. Both conditions showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices. Surprisingly, the positive outcomes were comparable for both conditions. Further research is needed to determine whether this finding is limited to self-selected teachers, the specifics of this online course, or other factors that limit generalizability. (Contains 6 tables.) Link til kilde
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