The challenge of transforming underperforming schools and improving student achievement drives RAND's commitment to education. RAND research on teachers and teaching explores a wide range of topics, including instructional practices, technology in the classroom, class size, teacher recruitment and retention, and teacher quality and effectiveness.
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.
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.
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.
Examines the influence of test-based accountability and explores how states and districts might consider creating expanded systems of measures to address the shortcomings of traditional accountability.
This study examines variability in quality across classrooms within early childhood centers and its implications for how quality rating systems (QRSs) capture center-level quality.
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.
One of the best ways to increase student learning is to simultaneously increase the time spent on learning and the quality of instruction.
Policymakers have shown increased interest in incentive programs for teachers based on the outcomes of their students. However, evidence shows no significant effects from team-level bonuses on student achievement or teacher practices in the short term.
This article develops a validity argument approach for use on observation protocols currently used to assess teacher quality for high-stakes personnel and professional development decisions.
This paper focuses on explaining how 21st century skills should be taught, given what we know about how students learn.
In this article, we discuss controlling simultaneous errors in classification of teachers or schools by a decision-theoretic approach.
This article examines what constitutes, contributes to, and is associated with high-quality coaches and coaching. Authors find that coaches generally held many of the qualifications recommended by state and national experts and principals and teachers rated their coaches highly on many indicators of quality. However, several common concerns about recruiting, retaining, and supporting high-quality coaches emerged.
Child care studies that have examined links between teachers' qualifications and children's outcomes often ignore teachers' and children's transitions between classrooms at a center throughout the day and only take into account head teacher qualifications.
This article summarizes the results of two studies that investigated the properties of measures of instruction based on a teacher-generated instrument (the Scoop Notebook) that combines features of portfolios and self-report.
The authors consider the challenges and implications of controlling for school contextual bias when modeling teacher preparation program effects.
Through its positive influence on teachers' classroom practices and their students' learning, effective professional learning of teachers is an important condition for school improvement. The concept of dissonance between values and practice is a strong theme in the findings and for policy development.
We use a regression discontinuity design to analyze an understudied aspect of school accountability systems—how schools use financial rewards.
This study drew on data from a large, randomized trial of Cognitive Tutor Algebra (CTA) in high-poverty settings to investigate how mathematics curricula and classroom achievement related to teacher reports of time spent on inquiry-based and lecture-based mathematics activities.
In this timely collection, leading education scholars challenge market-based models of school improvement and argue that merely holding teachers accountable for scores on end-of-the-year exams will not lead to educational improvement.