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 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: A wealth of research, primarily in high income countries, has accumulated in recent years evaluating teacher effectiveness and the processes through which teachers’ performance and job satisfaction can be improved (e.g., Pianta, Mashburn, Downer, Hamre & Justice, 2008; Ross, 1992; 1995). Much less is known about how these processes operate for teachers in low-income countries, where schools may be located in high conflict areas with low resources that can pose strains on teachers, students and their interactions. In the past several years, there has been a growing interest in rigorous evaluation research in developing countries to help inform policy and practice. This paper applies rigorous methodology to consider the question of whether and how an intervention can improve teachers’ motivation, job satisfaction and professional development in the… Continue Reading →
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eric.ed.gov har udgivet: This study evaluates the impact of the Retired Mentors for New Teachers program, a two-year mentoring program at the elementary school level developed by Aurora Public Schools in Colorado. Many of the district’s schools serve a large percentage of economically disadvantaged children, experience high teacher turnover, and hire newer, less experienced teachers. The program addresses these challenges using master educators who recently retired from the district to provide tailored one-on-one mentoring to new teachers. The program requires mentees to meet weekly one-on-one with their mentor and monthly in school-level groups over the course of two years. This study was undertaken by Regional Educational Laboratory (REL) Central in collaboration with Aurora Public Schools. It used a randomized controlled trial to assess the impacts of the Retired Mentors for… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this paper, we analyse the patterns and trends of horizontal inequality and ethnic diversity in Brazil in the past 30 years and their effect on the quality of the country’s institutions. Using data from the last four demographic censuses (1980, 1991, 2000, and 2010), we estimate numerous measures to analyse inequalities between different ‘ethnic’ groups. Our results show that, in Brazil between 1980 and 2010, the trend toward greater equality shown in other analyses of vertical inequality, is also found in terms of horizontal inequalities along racial, gender, and regional lines. Nevertheless, horizontal inequalities in terms of race and gender, in particular, remain pronounced. Ethnic diversity regarding race and religion has increased since 1980. Through our regression analysis,… Continue Reading →
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eric.ed.gov har udgivet: Achieving high-quality preschool at scale is challenging; to do so likely entails a combination of program standards, teacher qualifications and compensation, on-site quality monitoring, and professional development (PD). This study aims to examine the impact of investments in PD within the context of an expansion of universal preschool in one of the nation’s largest school districts. We leverage the opportunity provided by a “natural experiment” to estimate PD’s effects that embeds an evidence-based math curriculum in interdisciplinary units of study with coaching support on teacher math practices. A total of 95 schools participated in this study (51 treatment and 44 comparison schools). Treatment sites implemented more teacher-led math activities for a longer period compared to control sites. The size and magnitude of the impacts of a curriculum… Continue Reading →
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eric.ed.gov har udgivet: The National Math + Science Initiative’s (NMSI’s) College Readiness Program (CRP) is an established program whose goal is to promote science, technology, engineering, and mathematics education in high schools to improve students’ readiness for college. It provides teacher, student, and school supports to promote high school students’ success in mathematics, science, and English Advanced Placement (AP) courses, with a focus on students who are traditionally underrepresented in the targeted AP courses. Through a federal Investing in Innovation Fund (i3) validation grant awarded to NMSI in 2011, CRP was implemented in a total of 58 high schools in two states–Colorado and Indiana–beginning in the 2012-13 school year. American Institutes for Research (AIR) conducted an independent evaluation of the impacts of CRP on students’ AP outcomes in these schools… Continue Reading →
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eric.ed.gov har udgivet: Early math skills are a strong predictor of later achievement for young children, not only in math, but in other domains as well. Exhibiting strong math skills in elementary school is predictive of later high school completion and college attendance. To that end, the Making Pre-K Count and High 5s studies set out to rigorously assess whether providing high-quality math instruction, aligned across prekindergarten (pre-K) and kindergarten, could lead to long-term gains across a variety of domains for students growing up in low-income communities in New York City. In Making Pre-K Count, pre-K programs were randomly assigned to receive an evidence-based early math curriculum (Building Blocks) and associated professional development or to a pre-K-as-usual control condition. Pre-K in New York City changed rapidly during the study, with… Continue Reading →
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