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 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 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 →
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eric.ed.gov har udgivet: This study was designed to assess the impact of “Mathematics Pathways and Pitfalls” (“MPP”) on the mathematics that second-, fourth-, and sixth-grade students learn. The specific research questions that were addressed are: (a) What is the impact of “MPP” on students’ knowledge of the mathematics topics addressed, compared to that of students using the regular math curriculum? and (b) How equitable is the impact of “MPP” on students’ mathematics knowledge across levels of English language proficiency and entering mathematics ability? A cluster-randomized experimental design was implemented in five school districts. In the first year of the study, second-, fourth-, and sixth-grade teachers were randomly assigned within their school districts to either an experimental or a control group. The experimental group teachers were taught how to implement “MPP”… Continue Reading →
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eric.ed.gov har udgivet: Schools in 47 high-poverty school districts located mostly along the Atlantic Coast of North Carolina, South Carolina, and Virginia may have a head start on new requirements of the No Child Left Behind (NCLB) Act of 2001, thanks to a $6 million grant from the National Science Foundation. Begun in April 2000, the five-year Coastal Rural Systemic Initiative (CRSI) is striving to stimulate sustainable systemic improvements in science and mathematics education in school districts with a long history of low student expectations, persistent poverty, low teacher pay, and high administrator turnover. The CRSI capacity-building model is designed to address issues in rural school districts that traditionally limit the capacity for creating sustainable improvements in math and science programs. A critical action step is that each school district… Continue Reading →
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eric.ed.gov har udgivet: William Taylor, 29, a third generation Washington, D.C. resident stands out for a number of reasons. For one, he is an African American man who taught math at an elementary school for many years. Taylor excelled in the role, so much so that he now coaches his fellow math teachers at Aiton Elementary School, which is located in a high-poverty Washington D.C. neighborhood. He has also been profiled in the national news–specifically in “The Atlantic”–where it was noted that, in a typical school year, 60 percent of Taylor’s students start their first day in his class doing math below grade level, but by the end of the year, 90 percent of his students are performing above grade level. For his exemplary work Taylor earned $131,000 in 2013–another… Continue Reading →
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eric.ed.gov har udgivet: This publication serves as a technical paper or How-To-Guide through a detailed description of the intentional step-by-step process Kentucky’s executive leaders, educators, and stakeholders used to co-create a Mathematics Usable Innovation. The How-To-Guide includes italicized links to resources: Kentucky Examples, activities and research on the Active Implementation Hub. Resources are also linked below in the order they are presented in the How-To-Guide. We hope these resources support your organizations co-creation of a Usable Innovation. To improve student outcomes on a useful scale, WHAT is trying to be done needs to be teachable, learnable, doable, and easily assessed in a typical education setting (Fixsen, Blase, Metz, & VanDyke, 2013). Kentucky’s Usable Math Innovation defines WHAT educators agree they will see in any math classroom, no matter what innovation… 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 goal of the grants is to increase the number of high-performing teachers in high-need schools by rewarding educators for improving students’ achievement. The report on which this snapshot is based describes TIF implementation in all 2010 TIF districts and analyzes, in greater detail, the implementation and impacts of pay-for-performance in 10 evaluation districts that implemented the TIF program for three years. Using information from the first (2011-2012), second (2012-2013), and third (2013-2014) years of TIF implementation, the report addresses the following four questions: (1) What are the characteristics of all 2010 TIF districts and their performance-based compensation systems? What implementation experiences and challenges have TIF districts encountered?;… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and has a special focus on understanding implementation and effects of CCR standards for English Language Learners (ELLs) and students with disabilities (SWDs). This analysis examines select data from a survey administered to districts, principals, and teachers in the state of Texas during the spring of 2016. A stratified random sampling technique was designed to ensure the sample was representative of districts in Texas. Forty-two Texas districts completed the survey. In every sampled elementary school, two fifth-grade math teachers, two fourth-grade ELA… Continue Reading →
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eric.ed.gov har udgivet: The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. The Center studies elementary and high school math and English Language Arts (ELA) standards, and has a special focus on understanding implementation and effects of CCR standards for English Language Learners (ELLs) and students with disabilities (SWDs). This analysis examines select data from a survey administered to principals and teachers in the state of Kentucky during the spring of 2016. A stratified random sampling technique designed to ensure the sample was representative of districts in Kentucky was employed. In each of the 89 districts, 285 elementary schools were identified. In each of these elementary schools,… Continue Reading →
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