eric.ed.gov har udgivet: The Study of School Turnaround (SST) examines the change process in a diverse, purposive sample of schools receiving federal School Improvement Grants (SIG) from 2010-11 to 2012-13. With the passage of the American Recovery and Reinvestment Act of 2009 (ARRA), the SIG program underwent three major shifts. First, ARRA boosted total SIG funding in fiscal year 2009 to approximately 6.5 times the original 2009 appropriation through Title I, section 1003(g) of the Elementary and Secondary Education Act (ESEA). SIG funds were distributed to states by formula based on each state’s Title I share. States then had to competitively make SIG awards to districts with eligible schools. Second, ARRA targeted funds at only the very worst schools–those that were in the bottom 5 percent of performance and had… Continue Reading →
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eric.ed.gov har udgivet: Representatives from the Michigan Department of Education and the Center for Educational Performance and Information requested assistance in estimating Michigan’s capacity to adequately staff its high schools to meet the course requirements of the new Michigan Merit Curriculum. The study team devised a formula to estimate the number of additional full-time equivalent (FTE) teachers needed for each subject at each Michigan high school. The formula was calculated using Michigan-specific values for key variables. Such an analysis may be particularly useful when new graduation or course requirements are being planned. Schools can adjust the variables in the formula (such as class size and number of periods taught by each FTE teacher) to fit their own needs. Analysis of data for Michigan high schools identified a number of schools… Continue Reading →
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eric.ed.gov har udgivet: This policy brief, a quick look at some aspects of the debate, illustrates the differences in New York City public schools that would result when layoffs are determined by seniority in comparison to a measure of teacher effectiveness. Due to data limitations and an interest in simplicity, this analysis employs the value added of teachers using the 4th and 5th grade math and ELA (English Language Arts) achievement of their students. Unsurprisingly, the authors find that layoffs determined by a measure of teacher effectiveness result in a more effective workforce than would be the case with seniority-based layoffs. However, they were surprised by facets of the empirical results. First, assuming readily available measures of teacher effectiveness actually measure true teacher effectiveness, an assumption to which they return… Continue Reading →
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eric.ed.gov har udgivet: Federal policy directed to teaching and teachers is the subject of this review, which is organized around: (1) recruitment; (2) training; (3) accountability; (4) incentives; (5) qualifications; (6) class size reduction; (teacher working conditions; and (8) human resource management and the overall coordination of teacher policy. For each theme, the authors describe past and current federal policy; assess the evidence on policy effects and effectiveness; and conclude with an overall appraisal. Recommendations for future federal teacher policy are provided. Reported observations include: (1) lack of policy research that might supply direction to ongoing policy investments; (2) teaching presents a number of fundamental problems that policy has yet to address successfully; (3) local conditions in schools and districts play a large role in the effectiveness of federal teacher… Continue Reading →
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eric.ed.gov har udgivet: Over 2000 teachers in the state of Washington received reduction-in-force (RIF) notices in the past two years. The authors link data on these RIF notices to a unique dataset that includes student, teacher, school, and district variables to determine the factors that predict the likelihood of a teacher receiving a RIF notice. They find a teacher’s seniority is the greatest predictor, but (all else equal) teachers with a master’s degree and teachers credentialed in the “high-needs areas” of math, science, and special education were less likely to receive a RIF notice. Value-added measures of teacher effectiveness can be calculated for a subset of the teachers and these show no relationship between effectiveness and the likelihood of receiving a RIF notice. Finally, simulations suggest that a very different… Continue Reading →
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