Although many personal, family, and neighborhood factors contribute to a student's academic performance, a large body of research suggests that—among school-related factors—teachers matter most. RAND researchers examine and evaluate methods of measuring teacher effectiveness, as well as the critical relationship between teacher effectiveness and student achievement.
Many factors contribute to a student's academic performance, but research suggests that, among school-related factors, teachers matter most. What's less clear is how to measure an individual teacher's effectiveness. A new RAND Education website features fact sheets, blog posts, research briefs, and more on this important issue.
Summarizes how testing of K-12 students affects teaching practice, and identifies characteristics of assessment systems that can promote deeper-learning skills, such as critical thinking and problem-solving.
As schools and districts move toward performance-based teacher evaluation as a way to improve teaching effectiveness and student outcomes, the principal's role in teacher evaluations is becoming even more important.
The U.S. Department of Education's Institute of Education Sciences recognized a RAND report on the effects of teacher bonuses in New York City public schools last week. IES added the report, A Big Apple for Educators, to its What Works Clearinghouse™.
The role of tests will be enhanced by policies that ensure that they mirror high-quality instruction, are part of a larger, systemic change effort, and are accompanied by specific supports for teachers.
The United States Air Force Academy (USAFA) provides cadets with both military training and a four-year college education similar to that offered at civilian institutions. Unlike at civilian institutions, however, USAFA academic classes are taught by a mix of active-duty military officers and civilian professors.
RAND Education experts will present on technology curricula, measuring teacher effectiveness, and classroom observations at the SREE Spring 2013 Conference in Washington, D.C., March 7-9.
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.
An rapidly developing outcomes-based culture among policymakers in the higher education sector recognizes the need for measures of value-added to capture the effect of institutions on their students—and the power these measures can have in incentivizing better performance.
Structured observation protocols for assessing how teachers provide lessons to their students offer the opportunity to provide teachers with valuable feedback on how their practices could be improved, writes Terrance Dean Savitsky.
Judging teachers' performance by that of their students is fraught with the potential for error and unintended consequences, but several states and districts have been striving to incorporate student performance data in ways that are accurate and fair.
Research is starting to demonstrate that teaching, like all professions, is something that can be learned, continuously improved upon, and subject to the conditions under which it occurs, writes V. Darleen Opfer.
An accurate combined measure of teacher effectiveness would be the gold standard to capture and communicate information about the quality of educators. While the challenges to building such a measure are significant, research can help guide the way.
Using data from the Measures of Effective Teaching (MET) project, researchers developed a model to compile data from multiple sources that could be used to make inferences about a teacher's impact on student achievement.
Random assignment of students to teachers is crucial in controlling for variables apart from teacher influence that may influence student achievement. This report captures the technical methods, findings, and implications of the MET project's random assignment study of teaching effectiveness measures.
What does effective teaching look like, and how can it be measured? Some methods for measuring teaching effectiveness examine teachers' practices directly, whereas others emphasize student outcomes. Each method involves trade-offs, however, and no single method provides a complete picture of a teacher's effectiveness.
Teacher surveys from three different pay-for-performance programs showed that most teachers did not report their program as motivating. None of the programs changed instruction, increased hours worked or job stress, or damaged collegiality.
Some of the most urgent and contentious debates taking hold in states and school districts around the country revolve around the question of how to accurately measure a teacher's effectiveness. A new RAND Education website provides objective, nonpartisan insights that can help inform the discussion.
Research suggests that, among school-related factors, teachers matter most when it comes to a student's academic performance. Nonschool factors do influence student achievement, but effective teaching has the potential to help level the playing field.