eric.ed.gov har udgivet: School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data and teacher survey data from a large urban school district, we examine schools’ responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers who produce greater student achievement gains in math and reading are more likely to be placed in a tested grade-subject combination in the following year and that the relationship between prior performance and assignment is stronger in schools where principals have more influence over assignments. This strategic response has the consequence of disadvantaging achievement in early grades, however, concentrating less effective teachers in K-2 classrooms, which in turn produces lower achievement for those students, as measured by low-stakes assessments, that may persist into tested… Continue Reading →
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eric.ed.gov har udgivet: School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data–including achievement data from untested grades–and teacher survey data from a large urban district, we examine schools’ responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers with more positive performance measures in both tested and untested classrooms are more likely to be placed in a tested classroom in the following year. Performance measures even more strongly predict a high-stakes teaching assignment in schools with low state accountability grades and where principals exercise more assignment influence. In elementary schools, we show that such “strategic” teacher assignment disadvantages early grades, concentrating less effective teachers in K-2 classrooms. Reassignment of ineffective upper-grades teachers to early grades systematically results in lower… Continue Reading →
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eric.ed.gov har udgivet: There have long been anecdotal reports that some Maine districts have difficulty filling vacancies and retaining teachers. This is a common lament for schools in rural areas, and for schools across the state in hiring teachers for certain subject areas-namely math, science, special education, and foreign languages. Current policy initiatives in Maine such as the push for proficiency-based high school diplomas are raising the stakes for schools to employ high-quality teachers in all content areas. There is a concern that schools facing persistent teacher shortages may struggle to provide a comprehensive educational program, resulting in inequitable learning opportunities for their students. To further investigate the empirical evidence behind these anecdotal reports, the Joint Standing Committee on Education and Cultural Affairs commissioned this study of the Maine Education… Continue Reading →
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