Laura S. Hamilton — Publications

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RAND Review: Vol. 36, No. 3, Winter 2012-2013 - 2013

Addressing Challenges in Evaluating School Principal Improvement Efforts - 2012

Evaluating Efforts to Improve School Leadership: Challenges and Recommendations - 2012

Improving School Leadership Through the Pittsburgh Principal Incentive Program - 2012

Improving School Leadership Through Support, Evaluation, and Incentives: The Pittsburgh Principal Incentive Program - 2012

Standards-Based Accountability in the United States: Lessons Learned and Future Directions - 2012

No Evidence That Incentive Pay for Teacher Teams Improves Student Outcomes: Results from a Randomized Trial - 2012

Challenges and Opportunities Facing Principals in the First Year at a School - 2012

First-Year Principals in Urban School Districts: How Actions and Working Conditions Relate to Outcomes - 2012

Incentive Pay Programs Do Not Affect Teacher Motivation or Report Practices: Results from Three Randomized Studies - 2013

Team Pay for Performance: Experimental Evidence from the Round Rock Pilot Project on Team Incentives - 2012

Measuring Teaching Quality Using Student Achievement Tests: Lessons from Educators' Responses to No Child Left Behind - 2011

Expanding Measures of School Performance Under the Elementary and Secondary Education Act - 2011

Expanded Measures of School Performance - 2011

Using Student Performance to Evaluate Teachers - 2011

The Role of Students in Data Use: Commentary on Coburn and Turner's Research on Data Use : a Framework and Analysis - 2011

Incorporating Student Performance Measures into Teacher Evaluation Systems - 2010

Teacher Pay For Performance: Experimental Evidence from the Project on Incentives in Teaching - 2010

Are Performance-Based Accountability Systems Effective? Evidence from Five Sectors - 2010

Toward a Culture of Consequences: Performance-Based Accountability Systems for Public Services — Executive Summary - 2010

Toward a Culture of Consequences: Performance-Based Accountability Systems for Public Services - 2010

Preliminary Findings from the New Leaders for New Schools Evaluation - 2010

After-School Tutoring in the Context of No Child Left Behind: Effectiveness of Two Programs in the Pittsburgh Public Schools - 2010

Expanding What Counts When Evaluating Charter School Effectiveness - 2010

Student Test Results in School Accountability - 2010

Testing What Has Been Taught: Helpful, High-Quality Assessments Start with a Strong Curriculum - 2010

RAND Review: Vol. 33, No. 2, Summer 2009 - 2009

Pittsburgh Public Schools' Excellence for All: Year 2 Evaluation - 2009

Designing Effective Pay-for-Performance in K-12 Education - 2009

Standards-Based Reform in the United States: History, Research, and Future Directions - 2009

Evaluation - 2009

A Longitudinal Investigation of the Relationship Between Teachers' Self-Reports of Reform-Oriented Instruction and Mathematics and Science Achievement - 2009

Perspectives on Educational Management Organizations - 2009

Texas Educator Excellence Grant (TEEG) Program: Year Three Evaluation Report - 2009

Using Student Achievement Data to Support Instructional Decision Making - 2009

RAND Review: Vol. 32, No. 3, Fall 2008 - 2008

Supplemental Analyses of ISBA Survey Responses - 2008

Implementing No Child Left Behind in Three States - 2008

Pain and Gain: Implementing No Child Left Behind in Three States, 2004-2006 - 2008

Assistance and Accountability in Externally Managed Schools: The Case of Edison Schools, Inc. - 2008

Accountability and Teaching Practices: School-Level Actions and Teacher Responses - 2008

Equating and Linking of Educational Assessments in High-Stakes Accountability Systems - 2008

Performance-based Accountability Policies: Implications for School and Classroom Practices - 2008

Texas Educator Excellence Grant (TEEG) Program: Year One Evaluation Report - 2008

Texas Educator Excellence Grant (TEEG) Program: Year Two Evaluation Report - 2008

RAND Review: Vol. 31, No. 3, Fall 2007 - 2007

Value-Added Assessment in Practice: Lessons from the Pennsylvania Value-Added Assessment System Pilot Project - 2007

How Educators in Three States Are Responding to Standards-Based Accountability Under No Child Left Behind - 2007

Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States - 2007

Evaluation of Two Out-of-School Programs in Pittsburgh Public Schools: No Child Left Behind’s Supplemental Educational Services and State of Pennsylvania’s Educational Assistance Program - 2007

The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures - 2007

Spring 2007 TEEG Survey Results Chi-Square Analyses by Grade Level - 2007

What Can TIMSS Surveys Tell Us About Mathematics Reforms in the United States During the 1990s? - 2007

Does Reform-Oriented Teaching Make a Difference? The Relationship Between Teaching Practices and Achievement in Mathematics and Science - 2006

Making Sense of Data-Driven Decision Making in Education: Evidence from Recent RAND Research - 2006

Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement - 2006

Teachers as Implementers of Mathematics and Science Systemic Reform Policies - 2006

Measuring Instructional Responses to Standards-Based Accountability - 2006

Using Test-Score Data in the Classroom - 2006

Instructional Practices Related to Standards and Assessments - 2006

Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics - 2006

A Better Way: Measuring Charter School Success and Failure - 2006

Measuring Child-Staff Ratios in Child Care Centers: Balancing Effort and Representativeness - 2006

Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners: Research and Development Report - 2006

Testing for Accountability in K-12 - 2006

Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics - 2006

Validating Achievement Gains in Cohort-To-Cohort and Individual Growth-Based Modeling Contexts - 2006

Inspiration, Perspiration, and Time: Operations and Achievement in Edison Schools - 2005

A Value-Added Modeling Approach for Examining the Relationship Between Reform Teaching and Mathematics Achievement - 2005

Teachers’ Responses to Standards-Based Accountability - 2005

Introduction to First-Year Findings from the Implementing Standards-Based Accountability (ISBA) Project - 2005

Measuring the Practices, Philosophies, and Characteristics of Kindergarten Teachers - 2005

High-Performance Government: Structure, Leadership, Incentives - 2005

Is Reform-Oriented Teaching Related to Mathematics and Science Achievement? - 2004

Vignette-Based Surveys and the Mosaic II Project - 2004

External Audiences for Test-Based Accountability: The Perspectives of Journalists and Foundations - 2004

Organizational Improvement and Accountability: Lessons for Education from Other Sectors - 2004

Evaluating Value-Added Models for Teacher Accountability - 2004

Responding Effectively to Test-Based Accountability - 2004

Let's See More Empirical Studies on Value-Added Modeling of Teacher Effects: A Reply to Raudenbush, Rubin, Stuart and Zanutto, and Reckase - 2004

Assessment as a Policy Tool - 2004

A Decade of Entrepreneurship in Education: A Look at Edison Schools’ Improvement Strategies and Their Effects on Student Achievement - 2004

Improving Educational Outcomes Through Accountability: Lessons from Other Sectors - 2004

Improving Inferences About Student Achievement - 2004

Models for Value-Added Modeling of Teacher Effects - 2004

The Promise and Peril of Using Value-Added Modeling to Measure Teacher Effectiveness - 2004

Charter School Operations and Performance: Evidence from California - 2003

Assessment of Students with Disabilities in Kentucky: Inclusion, Student Performance, and Validity - 2003

Gender Differences on High School Science Achievement Tests: Do format and Content Matter? - 2003

How California Charter Schools Operate and Perform - 2003

Interactions Among Instructional Practices, Curriculum and Student Achievement: The Case of Standards-Based High School Mathematics - 2003

Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science - 2003

Working Smarter to Leave No Child Behind: Practical Insights for School Leaders - 2003

Making Sense of Test-Based Accountability in Education - 2002

Benefits of a Statewide Student Identifier System for California - 2002

Measuring Reform-Oriented Instructional Practices in Mathematics and Science - 2002

RAND Review: Vol. 26, No. 1, Spring 2002 - 2002

Does Matching Student and Teacher Racial/Ethnic Group Improve Math Scores? - 2001

The Performance of Students With Disabilities on New York's Revised Regents Comprehensive Examination in English - 2001

Teaching Practices and Student Achievement: Evaluating Classroom-Based Education Reforms - 2001

Teaching Practices and Student Achievement: Report of First-Year Findings from the ‘Mosaic’ Study of Systemic Initiatives in Mathematics and Science - 2000

Using Web Based Testing for Large Scale Assessment - 2000

What Do Test Scores in Texas Tell Us? - 2000

Detecting Gender-Based Differential Item Functioning on a Constructed-Response Science Test - 1999

Large-Scale Testing: Current Practices and New Directions - 1999

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