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Eric.ed.gov – Moving Teachers: Implementation of Transfer Incentives in Seven Districts. Executive Summary. NCEE 2012-4052

eric.ed.gov har udgivet: This report describes the implementation and intermediate impacts of an intervention designed to provide incentives for a school district’s highest-performing teachers to work in its lowest-achieving schools. The report is part of a larger study in which random assignment was used to form two equivalent groups of classrooms organized into teacher “teams” that are composed of teachers in the same grade level and subject (math, reading, or both in the case of an elementary school grade). Teams were assigned to either a treatment group that had the chance to participate in the intervention described below and or a control group that did not. Intermediate outcomes, measured for both the treatment and control teams, include the mix of teachers who make up the team, the climate of collaboration… Continue Reading

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Eric.ed.gov – Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment. Executive Summary. NCEE 2014-4004

eric.ed.gov har udgivet: One way to improve struggling schools’ access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district–those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)–were identified. These teachers were offered $20,000, paid in installments over a… Continue Reading

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Eric.ed.gov – Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. Executive Summary. NCEE 2016-4005

eric.ed.gov har udgivet: Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of teaching experience and degree attainment, do not reward effective teaching or provide incentives for the most effective teachers to teach in high-need schools. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This study focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees’ programs and implementation experiences and the impacts of pay-for-performance bonuses… Continue Reading

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Eric.ed.gov – Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Three Years. NCEE 2016-4004

eric.ed.gov har udgivet: Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of teaching experience and degree attainment, do not reward effective teaching or provide incentives for the most effective teachers to teach in high-need schools. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools. This study focuses on performance-based compensation systems that were established under TIF grants awarded in 2010. It examines grantees’ programs and implementation experiences and the impacts of pay-for-performance bonuses… Continue Reading

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Eric.ed.gov – Using Data to Inform Decisions: How Teachers Use Data to Inform Practice and Improve Student Performance in Mathematics

eric.ed.gov har udgivet: The last two decades have witnessed a vast expansion in the use of education data to improve classroom instruction and raise student achievement. Schools and districts face important challenges in implementing increased data use for instructional improvement. One key challenge is the need for teachers and administrators to have “data literacy”–the skills to analyze data, and to use a variety of data sources to refine and improve instruction. Data systems and data initiatives have grown at a much faster pace than educator training around data use. This reality justifies the evaluation of a program such as TERC’s Using Data, which aims to provide teachers with the needed training. A table and figure are appended. Using school-level random assignment, this study seeks to estimate the causal impact of… Continue Reading

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Eric.ed.gov – Alternative Student Growth Measures for Teacher Evaluation: Profiles of Early-Adopting Districts. REL 2014-016

eric.ed.gov har udgivet: States and districts are beginning to use student achievement growth–as measured by state assessments (often using statistical techniques known as value-added models or student growth models)–as part of their teacher evaluation systems. But this approach has limited application in most states, because their assessments are typically administered only in grades 3-8 and only in math and reading. In response, some districts have turned to alternative measures of student growth. These alternative measures include alternative assessment-based value-added models (VAMs) that use the results of end-of-course assessments or commercially available tests in statistical models, and student learning objectives (SLOs), which are determined by individual teachers, approved by principals, and used in evaluations that do not involve sophisticated statistical modeling. For this report, administrators in eight districts that were early… Continue Reading

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Eric.ed.gov – Alternative Student Growth Measures for Teacher Evaluation: Profiles of Early-Adopting Districts. Summary. REL 2014-016

eric.ed.gov har udgivet: States and districts are beginning to use student achievement growth–as measured by state assessments (often using statistical techniques known as value-added models or student growth models)–as part of their teacher evaluation systems. But this approach has limited application in most states, because their assessments are typically administered only in grades 3-8 and only in math and reading. In response, some districts have turned to alternative measures of student growth. These alternative measures include alternative assessment-based value-added models (VAMs) that use the results of end-of-course assessments or commercially available tests in statistical models, and student learning objectives (SLOs), which are determined by individual teachers, approved by principals, and used in evaluations that do not involve sophisticated statistical modeling. For this report, administrators in eight districts that were early… Continue Reading

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Eric.ed.gov – Reaching Further and Learning More? Evaluating Public Impact’s “Opportunity Culture” Initiative. Working Paper 181

eric.ed.gov har udgivet: Public Impact’s “Opportunity Culture” (OC) initiative provides a suite of models aimed at extending the reach of highly effective teachers and has partnered with school districts to implement these interventions in schools. Using administrative data from three partner school districts that collectively include 44 OC schools, we estimate the relationship between OC staffing models and student achievement in math and reading. We find that the bulk of exposed students received treatment under OC’s multiclassroom leadership model, in which a master teacher with demonstrated effectiveness intensively leads and coaches a team of teachers, and that these students scored higher in math in all specifications. In reading, while most specifications find positive and significant learning gains for students taught by team teachers, the specification that performs best in our… Continue Reading

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Eric.ed.gov – Can We Measure Classroom Supports for Social-Emotional Learning? Applying Value-Added Models to Student Surveys in the CORE Districts. Working Paper

eric.ed.gov har udgivet: Teachers play a critical role in establishing classroom and school environments that contribute to students’ social and emotional development. This paper explores whether we can estimate a classroom-level measure of student growth in SEL by applying value-added models to students’ [social-emotional learning] SEL. We analyze data from the 2016 and 2017 administrations of student self-report surveys, which contain responses from roughly 40,000 students in Grade 5 within five of California’s CORE Districts. We estimate separate value-added models for each of the four SEL constructs assessed–growth mindset, self-efficacy, self-management, and social awareness–and for math and [English language arts] ELA academic growth. We find across-classroom-within-school variance of students’ SEL outcomes, even after accounting for school-level variance. The magnitude of classroom-level impacts on students’ growth in SEL appears similar to… Continue Reading

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Eric.ed.gov – The Content, Predictive Power, and Potential Bias in Five Widely Used Teacher Observation Instruments. REL 2017-191

eric.ed.gov har udgivet: School districts and states across the Regional Educational Laboratory Mid-Atlantic Region and the country as a whole have been modifying their teacher evaluation systems to identify more effective and less effective teachers and provide better feedback to improve instructional practice. The new systems typically include components related to student achievement growth and instruments for observing and rating instructional practice. Many school districts and states are considering adopting commercially available instruments for the instructional practice component of their evaluation systems. Yet little data are available to help districts and states choose among available instruments or determine which dimensions of instructional practice merit the greatest emphasis. Most existing data comparing different observation instruments, including their statistical characteristics and their relationship to student achievement, come from the Bill & Melinda… Continue Reading