This study examined the existence, magnitude, and impact of teacher spillover effects (TSEs) across teachers of four subject areas in student achievement in each of the four subjects at the middle school level.
Apr 24, 2015
We examine the factor structure of scores from the CLASS-S protocol obtained from observations of middle school classroom teaching.
Apr 24, 2015
Measuring Deeper Learning Through Cognitively Demanding Test Items: Results from the Analysis of Six National and International Exams
To determine the extent to which students' deeper learning skills are currently tested, a RAND study rated the cognitive demand of six nationally and internationally administered standardized exams.
Mar 3, 2014
Estimating the Percentage of Students Who Were Tested on Cognitively Demanding Items Through the State Achievement Tests
Presents the results of a project to estimate the percentage of U.S. elementary and secondary students being assessed on deeper learning skills through statewide mathematics and English language arts achievement tests.
Dec 7, 2012
A RAND Corporation report examines the Pittsburgh Principal Incentive Program's implementation, how principals have responded to the reforms, and what outcomes followed program implementation.
Jul 2, 2012
Improving School Leadership Through Support, Evaluation, and Incentives: The Pittsburgh Principal Incentive Program
This report examines the Pittsburgh Principal Incentive Program's implementation, how principals and other school staff have responded to the reforms, and what outcomes accompanied program implementation.
Jun 25, 2012
Standards-based accountability (SBA) has been a primary driver of education policy in the United States for several decades.
Jun 1, 2012
Incentive Pay Programs Do Not Affect Teacher Motivation or Report Practices: Results from Three Randomized Studies
The goal of this study is to examine whether three recently implemented pay-for-performance programs had similar effects on teachers' motivation and reported practices.
Jan 1, 2012
A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation Report
New York's Schoolwide Performance Bonus Program, whose broad objective was to improve student performance through school-based financial incentives, did not in fact do so, perhaps because it did not motivate change in educator behavior.
Jul 18, 2011
What New York City's Experiment with Schoolwide Performance Bonuses Tells Us About Pay for Performance
New York City's Schoolwide Performance Bonus Program did not improve student achievement at any grade level, perhaps in part because it provided no significant additional motivation beyond other accountability incentives.
Jul 18, 2011
To achieve Excellence for All, researchers recommend that Pittsburgh Public Schools give teachers flexibility and time with coaches, reduce reporting requirements, improve communication, and use needs assessments to create action plans.
Jun 8, 2009
This research brief summarizes RAND's evaluation of the Math Science Partnership of Southwest Pennsylvania's progress toward increasing student achievement, increasing the quality of the educator workforce, and creating sustainable partnerships.
Apr 8, 2009
This monograph examines the Math Science Partnership of Southwest Pennsylvania's progress toward its goals of increasing student math and science achievement, increasing the quality of the educator workforce, and creating sustainable partnerships.
Mar 20, 2009
Summarizes the history of the standards-based reform movement in the United States and discusses how the movement has shaped educators' practices and students' outcomes.
Feb 5, 2009