Laura S. Hamilton

Senior Behavioral Scientist, Distinguished Chair in Learning and Assessment, Director, Center for Social and Emotional Learning Research

Pittsburgh Office

Education

Ph.D. in educational psychology, M.S. in statistics, Stanford University; M.S. in psychology in education, University of Pennsylvania; B.S. in music education, Duquesne University

Media Resources

This researcher is available for interviews.

To arrange an interview, contact the RAND Office of Media Relations at (310) 451-6913, or email media@rand.org.

More Experts

Overview

Laura Hamilton is a senior behavioral scientist and distinguished chair in learning and assessment at the RAND Corporation. She directs the RAND Center for Social and Emotional Learning Research and co-directs the American Educator Panels, RAND’s nationally representative survey panels of teachers and principals. She also serves as faculty member at the Pardee RAND Graduate School and has served as an adjunct faculty member in the University of Pittsburgh’s Learning Sciences and Policy program. Her research addresses topics related to social and emotional learning, educational assessment, accountability, school leadership, the implementation of curriculum and instructional reforms, and education technology. She currently leads RAND’s work on the National Center to Improve Social and Emotional Learning and School Safety. Other recent projects include a study of a social and emotional learning intervention for elementary schools and afterschool programs, the development of a database of measures of students’ inter- and intrapersonal competencies, and an evaluation of personalized learning interventions. She serves on a number of committees that address topics related to assessment and evaluation, including the National Academies of Sciences, Engineering, and Medicine Committee on Developing Indicators of Education Equity, the steering committee for the CASEL Assessment Work Group, and the technical advisory committees for several state assessment programs. She earned a Ph.D. in educational psychology and an M.S. in statistics from Stanford University.

Research Focus

Concurrent Non-RAND Positions

Adjunct Faculty Member, University of Pittsburgh; Faculty, Pardee RAND Graduate School

Recent Projects

Partnerships for Social and Emotional Learning Initiative
Building a Repository of Assessments
Center to Improve Social and Emotional Learning and School Safety
Intensive Partnerships for Effective Teaching
Review of Social and Emotional Learning Interventions Tied to the Every Student Succeeds Act Evidence Tiers

Selected Publications

Hamilton, L.S., Stecher, B.M., Schweig, J., & Baker, G., RAND Education Assessment Finder, RAND Corporation (TL-308), 2018

Hamilton, L.S. "Measuring teaching quality using student achievement tests: Lessons from educators’ responses to No Child Left Behind.," in Kelly, S., Understanding Teacher Effects, Teachers College Press, 2011

Hamilton, L.S., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J., Using student achievement data to support instructional decision making, U.S. Department of Education, 2009

Hamilton, L.S., Stecher, B.M., & Yuan, K., "Standards-based accountability in the United States: Lessons learned and future directions," Education Inquiry, 3, 2012

Hamilton, L.S., Stecher, B.M., Russell, J.L., Marsh, J.A., & Miles, J., "Accountability and teaching practices: School-level actions and teacher responses," Research in Sociology of Education, 16, 2008

Hamilton, L.S., "Assessment as a Policy Tool," Review of Research in Education, 27(25-68), 2003

Hamilton, L.S., Schwartz, H., Stecher, B.S., & Steele, J., "Improving accountability through expanded measures of performance," Journal of Educational Administration, 51(4), 2013

Grant, S., Hamilton, L.S., Wrabel, S.L., Auger, A., Gomez, C., Leschitz, J.T., Unlu, F., Chavez-Herrerias, E., Baker, G., Barrett, M., Harris, M., & Ramos, A. , Social and emotional learning interventions under the Every Student Succeeds Act: Evidence Review, RAND (RR-2133-WF), 2017

Honors & Awards

Bronze Medal Award, RAND Corporation
Outstanding Reviewer Award, Educational Evaluation and Policy Analysis
Outstanding Reviewer Award, American Educational Research Association

Recent Media Appearances

Interviews: Education Daily; Education Week; KUHF-FM; Los Angeles Times; NEA Today; New York Times; Pittsburgh Tribune-Review; San Antonio Express-News; United Press International

Commentary: Philadelphia Inquirer; Pittsburgh Business Times; Education Week; Pittsburgh Post-Gazette; U.S. News & World Report

Commentary

Choosing the Right Social and Emotional Learning Programs and Practices
Educators have become increasingly interested in supporting students to cultivate the inter- and intra-personal skills that are developed through the process of social and emotional learning. A new guide developed at the RAND Corporation is meant to help educators adopt evidenced-based interventions that fit the needs of their students and communities.
Feb 5, 2019 The Wallace Foundation
Finding the Right Assessment Tool: Another Resource for Educators and Researchers
To teach something effectively, educators need to determine whether their instructional approaches are working, and make adjustments to those approaches as needed. The Assessment Work Group and RAND have developed tools to assist educators in finding and using assessments to measure social and emotional learning and higher-order cognitive competencies.
Nov 7, 2018 The Measuring SEL Blog
Learning How to Measure Social and Emotional Learning
Educators and policymakers are increasingly focusing on non-academic competencies, known as social and emotional learning. To support growth in these areas, teachers need assessments that can help them understand how well students are learning these skills, and what instructional approaches work best.
Jan 11, 2018 FutureEd
Building Support for Social and Emotional Learning: Having an Evidence Base Is Critical
Students need more than proficiency in reading or math. Perseverance, active listening, empathy and good decision-making help kids succeed both academically and in life. Schools need access to high-quality social and emotional learning assessment measures to ensure programs will improve student learning and their futures.
Dec 14, 2017 The Measuring SEL Blog
How Parents Can Find Out What They Need to Know in an Era of School Choice
To make an informed choice about schools, parents need to know about the quality of instruction, services, and the overall school climate. Schools need a better system of measuring and collecting data on performance, and a way to make it accessible to families.
Feb 21, 2017 U.S. News & World Report
What's Behind Record High School Graduation Rates? It's Complicated
Graduation rates among U.S. high schoolers have risen for the fourth straight year. Which reforms are making a difference? And who, or what, should get credit?
Oct 21, 2016 United Press International
Helping Pittsburgh Stay on the Cutting Edge of Education Innovation
Local organizations, educators, and leaders are creating remarkable learning experiences for Pittsburgh's young people, and other cities around the country are striving to replicate their innovations.
May 8, 2016 Pittsburgh Post-Gazette
The High Stakes of 'Soft Skills'
With the recent passage of the Every Student Succeeds Act, Congress is broadening what it considers success when it comes to judging school quality. One potential new indicator being discussed in some states is social and emotional learning, which has been linked to success later in life.
Apr 7, 2016 U.S. News & World Report
Technology Is Only Part of Personalized Learning
The concept of personalized learning has gained favor in recent years, partly because new technology applications help to facilitate it. But those who characterize this instructional approach as
Mar 4, 2016 The RAND Blog
Standardized Tests Can Be Smarter
Capping the amount of time students spend testing is a reasonable response to unchecked growth. However, a better response would be to systematically review testing programs, focusing on tests that offer the most value.
Nov 2, 2015 U.S. News & World Report
Reauthorizing ESEA: What We Know and Where We Should Go with School Improvement
Federal policy should ensure that school improvement is a priority, that schools adopt proven reforms that fit the school context, and that schools and their districts are held accountable when federal resources are used for school improvement.
Feb 11, 2015 The RAND Blog
Reauthorizing ESEA: Four Recommendations to Improve Teaching Effectiveness
Policies aimed at boosting teaching effectiveness are a key component of a strong ESEA reauthorization. Addressing discrepancies in teacher quality helps teachers improve, retains effective teachers, and makes the teaching profession an attractive option for those contemplating careers.
Feb 3, 2015 The RAND Blog
Reauthorizing ESEA: Four Recommendations to Make Testing Work
Will Congress be able to reauthorize ESEA in 2015? Success will depend on legislators clearing several hurdles, such as decisions regarding teacher quality, school improvement, and charter schools. And at the center of the debate remains the issue of federal requirements for testing.
Jan 21, 2015 The RAND Blog
A Plan for Measuring Hard-to-Measure, 'Soft' Skills
Research increasingly suggests that 'soft' skills are important for college and career success, as well as for promoting civic engagement. So far, these skills are largely unmeasured in schools. But new research may pave the way for change.
Dec 10, 2014 Education Week
How to Assess 21st Century Competencies: 12 Key Lessons
Assessing competencies such as creativity and global awareness can provide educators with a broader set of indicators they can use to inform instruction and set goals with students. However, evidence about the effects of testing suggests that caution and careful planning is warranted when developing a new assessment system.
Feb 18, 2014 Education Week
Are High-Stakes Tests Counterproductive?
If we want testing to exert beneficial effects on teaching and learning, we need to advocate for higher-quality tests and for evaluation and accountability systems that use multiple measures and do not rely exclusively on test scores, write Laura Hamilton and Gabriella C. Gonzalez.
Apr 22, 2013 Pittsburgh Post-Gazette
School Principals Respond to Performance-Based Evaluation System
It's fair to say the program turned out to be an important step for the district in the context of its overall reform plan considering how important high-quality school leadership is for improving teaching and learning, write Laura Hamilton and John Engberg.
Aug 15, 2012 The RAND Blog
Blog
The Limits of Average Test Scores
The Limits of Average Test Scores, in Pittsburgh Business Times on May 11, 2007.
May 11, 2007 Pittsburgh Business TImes
Blog
Think It Through on Tests
Published commentary by RAND staff: Think It Through on Tests, in the Philadelphia Inquirer.
Mar 28, 2007 Philadelphia Inquirer
Blog
Parents of Schoolchildren: Start Your Information Engines
Published commentary by RAND staff.
Oct 10, 2004 Pittsburgh Post-Gazette
Blog
Test-Based Accountability: Making It Work Better
Published commentary by RAND staff.
Feb 20, 2002 Education Week

Publications

Research Brief
Intensive Partnerships for Effective Teaching Enhanced How Teachers Are Evaluated But Had Little Effect on Student Outcomes
The authors of Improving Teaching Effectiveness: Final Report obtained some new funding information after publication. This brief complements the resource results in the report, taking this new information into account.
Feb 11, 2019
Report
Investing in Evidence-Based Social and Emotional Learning: Companion Guide to Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review
How can schools, districts, and states assess their local needs and identify appropriate interventions for social and emotional learning (SEL)? This report provides insight for educators investing in evidence-based SEL interventions.
Dec 10, 2018
Journal Article
Journal Article
Choosing and Using SEL Competency Assessments: What Schools and Districts Need to Know
This document was developed by the Assessment Work Group (AWG) and researchers from the RAND Corporation's Assessment Finder project to provide guidance on how to choose and use social and emotional learning (SEL) competency assessments.
Dec 4, 2018
Draft
Draft
Priming the Leadership Pipeline: School Performance and Culture Under an Urban School Leadership Residency Program
Presents quantitative results from the first three cohorts of a school leadership residency program in an urban district.
Nov 2, 2018
Report
Building a Repository of Assessments of Interpersonal, Intrapersonal, and Higher-Order Cognitive Competencies
This report describes the development of an online repository of more than 200 assessments of K--12 students' interpersonal, intrapersonal, and higher-order cognitive competencies, including associated descriptive and evaluative information.
Nov 1, 2018
Tool
RAND Education Assessment Finder
This tool is an online database with information on assessments of K-12 students' interpersonal, intrapersonal, and higher-order cognitive competencies, including associated descriptive and evaluative information.
Nov 1, 2018
Draft
Draft
Distributing Instructional Leadership: Implementation Lessons from an Urban School Leadership Residency Program
Examines the strengths and challenges of an alternative-route school leadership preparation program as implemented in a small urban district.
Oct 17, 2018
Journal Article
Journal Article
Commentary on the Special Issue on Social-Emotional Assessment to Guide Educational Practice
This commentary summarizes themes from the JADP special issue on social and emotional assessment and offers recommendations for effective use of assessment data to promote improved social and emotional learning experiences for students.
Oct 9, 2018
Research Brief
Research Brief
How Do Teachers Perceive Feedback and Evaluation Systems? Findings from the American Teacher Panel
Most teachers surveyed reported receiving useful feedback, although the majority perceived feedback from fellow teachers and from coaches or mentors more positively than feedback from formal observations or from school leaders.
Sep 28, 2018
Research Brief
Raising the Bar for Student Outcomes in Louisiana
This brief examines Louisiana's approach to improving student outcomes, highlighting overarching themes and identifying potential policy implementation challenges.
Aug 3, 2018
Report
A Nationwide Look at Teacher Perceptions of Feedback and Evaluation Systems: Findings from the American Teacher Panel
This report draws on a nationally representative survey of educators to examine teacher perceptions about the feedback they receive and the teacher evaluation systems at their schools.
Jul 9, 2018
Report
Raising the Bar: Louisiana's Strategies for Improving Student Outcomes
Louisiana has received attention for new education policies and promising early results. This report describes Louisiana's approach to improving student outcomes since 2012 and summarizes potential policy implementation challenges.
Jun 28, 2018
Report
Improving Teaching Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching Through 2015–2016
This is the final report of a six-year evaluation of the Intensive Partnerships for Effective Teaching initiative, documenting the policies and practices each site enacted and their effects on student outcomes.
Jun 21, 2018
Research Brief
Research Brief
How Does Personalized Learning Affect Student Achievement?
Describes the concept and implementation of personalized learning and considers achievement findings in a small sample of schools.
Dec 7, 2017
Research Brief
How the Every Student Succeeds Act Can Support Social and Emotional Learning
This brief examines the Every Student Succeeds Act (ESSA) and evaluations of social and emotional learning (SEL) interventions to understand how states can use ESSA to support SEL and what SEL interventions meet ESSA evidence requirements.
Dec 5, 2017
Report
Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review
This report reviews recent evidence on U.S.-based social and emotional learning interventions for K--12 students to better inform the use of these interventions under the Every Student Succeeds Act.
Dec 5, 2017
Research Brief
Research Brief
Early Insights on Designing Innovative High Schools: Interim Findings from an Evaluation of the Opportunity by Design Initiative
Summarizes lessons from RAND's interim evaluation of the Opportunity by Design initiative and provides a number of recommendations that may be of interest to schools and districts implementing or considering implementation of similar approaches.
Oct 19, 2017
Report
U.S. Teachers' Support of Their State Standards and Assessments: Findings from the American Teacher Panel
Presents data from the American Teacher Panel to examine teachers' support for their state standards and assessments.
Oct 4, 2017
Report
Designing Innovative High Schools: Implementation of the Opportunity by Design Initiative After Two Years
RAND evaluated the Carnegie Corporation of New York's Opportunity by Design high school redesign initiative. The data in this interim report describe implementation facilitators and challenges after two years.
Sep 21, 2017
Report
Informing Progress: Insights on Personalized Learning Implementation and Effects
This report describes the concept and implementation of personalized learning, along with some of the challenges and facilitators, and considers achievement findings in a small sample of schools.
Jul 11, 2017
Research Brief
Research Brief
Observations and Guidance on Implementing Personalized Learning
Schools implementing personalized learning were pursuing a wide variety of approaches and students closed achievement gaps relative to national norms. Observed challenges to implementation lead to recommendations for implementers.
Jul 11, 2017
Report
Report
Creating an Indicator of K–12 Classroom Coverage of Science, Technology, Engineering, and Math (STEM) Content and Practices
This report explores ways of measuring classroom coverage of content and practices in the Common Core State Standards for math and the Next Generation Science Standards to improve science, technology, engineering, and math education.
Mar 28, 2017
Report
What Supports Do Teachers Need to Help Students Meet Common Core State Standards for English Language Arts and Literacy? Findings from the American Teacher and American School Leader Panels
This report shares U.S. educators' perspectives on their readiness and needs for support to help students meet Common Core and other state standards, drawing on findings from a nationally representative survey of K-12 teachers and school leaders.
Dec 19, 2016
Report
What Supports Do Teachers Need to Help Students Meet Common Core State Standards for Mathematics? Findings from the American Teacher and American School Leader Panels
Presents summary data from web-based surveys of U.S. teachers on how prepared they feel to address new mathematics standards in their instruction.
Oct 27, 2016
Report
What Are Teachers' and School Leaders' Major Concerns About New K–12 State Tests? Findings from the American Teacher and American School Leader Panels
This report shares U.S. principals' and teachers' concerns about implementation of state assessment tests aligned to the new standards, drawing on survey data from RAND's American Teacher Panel (ATP) and American School Leader Panel (ASLP).
Oct 18, 2016
Research Brief
Taking Stock: The Intensive Partnerships for Effective Teaching Through 2013–2014
This brief summarizes a RAND Corporation evaluation of the implementation of key reform elements of the Intensive Partnerships for Effective Teaching in three public school districts and four charter management organizations.
Sep 7, 2016
Report
Improving Teaching Effectiveness: Implementation: The Intensive Partnerships for Effective Teaching Through 2013–2014
RAND Corporation, in partnership with the American Institutes for Research, evaluated implementation of key elements of the Intensive Partnerships for Effective Teaching in three public school districts and four charter management organizations.
Jun 6, 2016
Draft
Draft
Preliminary Findings about the Implementation of Common Core State Standards Based on the May 2014 Field Tests of the American Teacher Panel and the American School Leader Panel
Presents illustrative findings from a field test of the American Teacher Panel and the American School Leader Panel, conducted in May 2014, focusing on perceptions and practices related to the Common Core State Standards.
Apr 21, 2016
Report
Continued Progress: Promising Evidence on Personalized Learning
This report explores personalized learning models that were adopted in schools throughout the U.S. It examines school and teacher practices, perceptions of staff and students, and achievement outcomes.
Nov 10, 2015
Report
Continued Progress: Promising Evidence on Personalized Learning: Executive Summary
This Executive Summary recaps the findings in Continued Progress: Promising Evidence on Personalized Learning, a report that explores the personalized learning models adopted in U.S. schools.
Nov 10, 2015
Report
Continued Progress: Promising Evidence on Personalized Learning: Survey Results Addendum
This companion report to Continued Progress: Promising Evidence on Personalized Learning documents results from surveys administered to teachers and students in personalized learning schools in the spring of the 2014-15 school year.
Nov 10, 2015
Report
Report
The Feasibility of Developing a Repository of Assessments of Hard-to-Measure Competencies
This report explores the feasibility of and challenges associated with building a repository of assessments of hard-to-measure competencies.
Nov 3, 2015
Draft
Draft
Personalized Learning Instructional Staff Survey Results (Spring 2014)
Descriptively summarizes instructional staff responses to a survey administered by RAND in 23 personalized learning (PL) schools in Spring 2014.
Nov 5, 2014
Report
Measuring Hard-to-Measure Student Competencies: A Research and Development Plan
This report provides guidelines to promote thoughtful development of practical, high-quality measures of interpersonal and intrapersonal competencies that practitioners and policymakers can use to improve valued outcomes for students.
Nov 3, 2014
Research Brief
Competency-Based Education in Three Pilot Programs: What It Is, How It's Implemented, and How It's Working
In 2011, the Bill & Melinda Gates Foundation extended grants to three organizations involved with competency-based education approaches. RAND examined these organizations' implementation, student experiences, and student outcomes.
Aug 4, 2014
Report
Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes
Competency-based education provides students with flexible pacing and opportunities for choice, and it awards credit for evidence of learning. RAND evaluated implementation of three pilot programs, along with students' experiences and performance.
Aug 4, 2014
Report
Preparing Principals to Raise Student Achievement: Implementation and Effects of the New Leaders Program in Ten Districts
This report describes New Leaders, a nonprofit dedicated to preparing principals to lead schools to greater achievement, the implementation of its program, and the program's effect on student achievement.
May 13, 2014
Report
Report
Preparing Principals to Raise Student Achievement: Implementation and Effects of the New Leaders Program in Ten Districts — Appendix
This document presents technical appendixes to supplement the main evaluation report Preparing Principals to Raise Student Achievement: Implementation and Effects of the New Leaders Program in Ten Districts (RR-507-NL).
May 13, 2014
Research Brief
Principal Preparation Matters: How Leadership Affects Student Achievement
Summarizing a larger report, this briefing presents evidence of the effect that New Leaders, a nonprofit dedicated to preparing principals to lead schools to greater achievement, has on student achievement.
May 13, 2014
Infographic
Laying the Foundation for Successful School Leadership
States and school districts can play an important role in helping principals be more successful and guide their schools more effectively by undertaking actions in four key areas.
May 8, 2014
Research Brief
Can New Tests Lead to Better Teaching and Deeper Learning?
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.
Feb 28, 2014
Report
Laying the Foundation for Successful School Leadership
RAND researchers provide guidance on four areas particularly influential in supporting effectiveness of school principals -- placement in the school, evaluation, autonomy, and resources -- and highlight how to create conditions to foster principal success.
Nov 14, 2013
Journal Article
Journal Article
Measuring 21st Century Competencies: Guidance for Educators
How do teachers assess things like creativity and collaboration, or cross-cultural skills? Our new report, Measuring 21st Century Competencies, focuses on just that question. The report grew out of the Global Cities Education Network, which is comprised of urban school systems working together on overcoming common education challenges. The participating cities are Denver, Hong Kong, Houston, Lexington, Melbourne, Seattle, Seoul, Shanghai, Singapore, and Toronto.
Nov 1, 2013
Report
New Assessments, Better Instruction? Designing Assessment Systems to Promote Instructional Improvement
Reviews the literature on how assessment affects teaching practice and the conditions that moderate that relationship.
Sep 3, 2013
Periodical
Periodical
RAND Review: Vol. 36, No. 3, Winter 2012-2013
Stories discuss the promotion of tolerance and critical thinking in the Arab world through children's media, the challenges faced by the United States in an era of fiscal austerity, and promising models for measuring teacher performance.
Feb 5, 2013
Journal Article
Journal Article
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.
2013
Journal Article
Journal Article
Improving Accountability Through Expanded Measures of Performance
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.
2013
Report
Report
Addressing Challenges in Evaluating School Principal Improvement Efforts
This report describes challenges that states, districts, and other entities can expect to encounter as they evaluate efforts targeting school leadership as a way to improve student outcomes and offers suggestions for dealing with those challenges.
Oct 4, 2012
Research Brief
Evaluating Efforts to Improve School Leadership: Challenges and Recommendations
Efforts to improve school leadership may improve student outcomes. Evaluators and policymakers should allow time for improvements to show, use multiple evaluation measures, and interpret findings carefully before applying them to others.
Oct 4, 2012
Research Brief
Research Brief
Improving School Leadership Through the Pittsburgh Principal Incentive Program
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
Report
Report
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
Journal Article
Journal Article
Standards-based Accountability in the United States: Lessons Learned and Future Directions
Standards-based accountability (SBA) has been a primary driver of education policy in the United States for several decades.
Jun 1, 2012
Research Brief
Research Brief
No Evidence That Incentive Pay for Teacher Teams Improves Student Outcomes: Results from a Randomized Trial
Analysis of an incentive program that paid teachers bonuses based on their students' growth in achievement in mathematics, English language arts, science, and social studies showed no effect on student test scores in any of the subject areas.
May 30, 2012
Research Brief
Research Brief
Challenges and Opportunities Facing Principals in the First Year at a School
Presents a summary of research on first-year principals' experiences, actions, working conditions, and outcomes; the research is intended to inform efforts to promote school improvement and principal retention.
Feb 23, 2012
Report
First-Year Principals in Urban School Districts: How Actions and Working Conditions Relate to Outcomes
Presents research on first-year principals' experiences, actions, working conditions, and outcomes; the research is intended to inform efforts to promote school improvement and principal retention.
Feb 23, 2012
Journal Article
Implementing Measures of Teacher Effectiveness
Teachers and leaders in pilot sites say the evaluation systems are beneficial, and leaders say they're well-prepared for their new responsibilities, even as they worry about increased workload and stress from the new expectations.
2012
Journal Article
Journal Article
Measuring Teaching Quality Using Student Achievement Tests: Lessons from Educators' Responses to No Child Left Behind
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.
2012
Journal Article
Team Pay for Performance: Experimental Evidence from the Round Rock Pilot Project on Team Incentives
This article examines a program in which bonuses were awarded to teams of middle school teachers based on their collective contribution to student test score gains.
2012
Research Brief
Research Brief
Expanding Measures of School Performance Under the Elementary and Secondary Education Act
How can the upcoming reauthorization of the Elementary and Secondary Education Act encourage states to expand their measures of school performance to address goals beyond just mathematics and English Language Arts?
Apr 26, 2011
Report
Report
Expanded Measures of School Performance
Critics of No Child Left Behind dislike the narrowing effects of the law's focus on math and reading achievement and have called for efforts to broaden the measures used to rate schools. This report examines expanded measures of school quality.
Apr 26, 2011
Research Brief
Research Brief
Using Student Performance to Evaluate Teachers
Performance-based teacher evaluations should incorporate multiple measures of performance. Use of student test scores must support valid, reliable inferences. Evaluating teachers of nontested subjects/grades may require supplemental assessments.
Feb 7, 2011
Journal Article
Journal Article
The Role of Students in Data Use: Commentary on Coburn and Turner's Research on Data Use : a Framework and Analysis
The Coburn and Turner framework provides a useful way to think about the conditions that should be in place to promote effective data use with and by students.
2011
Report
Incorporating Student Performance Measures into Teacher Evaluation Systems
The authors analyze the systems of three districts and two states that have begun or are planning to incorporate measures of student performance into teacher evaluations.
Nov 19, 2010
Report
Teacher Pay For Performance: Experimental Evidence from the Project on Incentives in Teaching
Describes the Project on Incentives in Teaching (POINT), a three-year study intended to assess the effect of financial rewards for teachers whose students showed unusually large gains on standardized tests.
Oct 13, 2010
Research Brief
Are Performance-Based Accountability Systems Effective? Evidence from Five Sectors
Effective performance-based accountability systems (PBAS) require careful attention to selecting an appropriate design for the PBAS, given the context in which it is to operate, and to monitor, evaluate, and adjust the system, as appropriate.
Jul 28, 2010
Report
Toward a Culture of Consequences: Performance-Based Accountability Systems for Public Services — Executive Summary
Performance-based accountability systems (PBASs) link incentives to measured performance to improve public services. This report explores PBAS design and effectiveness in child care, education, health care, emergency preparedness, and transportation.
Jul 21, 2010
Report
Report
Toward a Culture of Consequences: Performance-Based Accountability Systems for Public Services
Performance-based accountability systems (PBASs) link incentives to measured performance to improve services to the public. This book discusses PBASs' effectiveness in child care, education, health care, emergency preparedness, and transportation.
Jul 19, 2010
Draft
Draft
Preliminary Findings from the New Leaders for New Schools Evaluation
Presents preliminary findings on the impact of attending a school led by a K-8 school led by a New Leader.
Apr 29, 2010
Journal Article
Journal Article
Expanding What Counts When Evaluating Charter School Effectiveness
The message of this chapter is that it is possible to expand the way we measure school outcomes to better reflect the goals of charter schools, thus providing more useful information for students, parents, school administrators, and policy makers, all of whom make decisions that influence the success of charter schools.
2010
Journal Article
Journal Article
No Child Left Behind Act of 2001.: Effectiveness of Two Programs in the Pittsburgh Public Schools
This paper studies student participation and achievement in two Pittsburgh Public Schools (PPS) tutoring programs--the No Child Left Behind (NCLB)-mandated supplemental education services (SES) program and a state-developed tutoring program. The authors examine the characteristics of students participating in each program, the effects of participation on student achievement, and the program features that are associated with improved achievement.
2010
Journal Article
Journal Article
Student Test Results in School Accountability
This article explores the use of tests in accountability systems. It describes different metrics that have been constructed from test scores for use in test-based accountability (TBA).
2010
Journal Article
Journal Article
Testing What Has Been Taught: Helpful, High-Quality Assessments Start with a Strong Curriculum
Standardized, large-scale tests of student achievement have been given a central role in federal, state, and local efforts to improve K-12 education.
2010
Periodical
Periodical
RAND Review: Vol. 33, No. 2, Summer 2009
A section on U.S. health care reform accompanies features on piracy, education priorities, emerging technologies, and Arkansas antismoking programs; other stories discuss climate change, parolees, oil risks, Mexican security, and global drug policies.
Aug 17, 2009
Report
Report
Pittsburgh Public Schools' Excellence for All: Year 2 Evaluation
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
Research Brief
Research Brief
Designing Effective Pay-for-Performance in K-12 Education
RAND recommends policy actions and investments to increase the likelihood of success of pay-for-performance systems of educator compensation in the United States and identify the practices most likely to succeed.
Mar 26, 2009
Report
Standards-Based Reform in the United States: History, Research, and Future Directions
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
Journal Article
Journal Article
Evaluation
Outlines the challenges and requirements for a thorough qualitative and quantitative evaluation of a pilot for Operation Public Education (OPE).
2009
Journal Article
Journal Article
A Longitudinal Investigation of the Relationship Between Teachers' Self-Reports of Reform-Oriented Instruction and Mathematics and Science Achievement
This study explored the relationship between mathematics and science achievement and reform-oriented teaching over a 3-year period.
2009
Journal Article
Journal Article
Perspectives on Educational Management Organizations
This chapter examines the history and role of Education Management Organizations (EMOs) in the United States, focusing on two prominent cases: Edison Schools, the largest EMO the country has seen; and Philadelphia, which became the site of the nation's largest experiment in private management of public schools in the wake of a state takeover of the district in 2002.
2009
Journal Article
Journal Article
Texas Educator Excellence Grant (TEEG) Program: Year Three Evaluation Report
This report builds on the previous Texas Educator Excellence Grant (TEEG) program evaluation reports, presenting findings from three years of the TEEG program. Overall, the report discusses the participation decisions of eligible schools, the implementation experiences of TEEG participants, the manner in which performance pay plans were designed, and the program's outcomes.
2009
Journal Article
Journal Article
Using Student Achievement Data to Support Instructional Decision Making
This guide offers five recommendations to help educators effectively use data to monitor students' academic progress and evaluate instructional practices.
2009
Periodical
Periodical
RAND Review: Vol. 32, No. 3, Fall 2008
The cover story offers 12 suggestions for the new U.S. president; other pieces discuss education and health in China and India, health policy models, the U.S. Postal Service mailbox monopoly, a green U.S. Army, and political reform in the Arab world.
Dec 14, 2008
Draft
Draft
Supplemental Analyses of ISBA Survey Responses
This working paper was produced in response to a request from the Government Accountability Office for additional analyses of survey responses from the Implementing Standards Based Accountability study.
Nov 15, 2008
Research Brief
Research Brief
Implementing No Child Left Behind in Three States
This research brief discusses California, Georgia, and Pennsylvania's implementation of the standards-based accountability systems required by the No Child Left Behind Act of 2001, presenting the views of teachers and administrators in these states.
Nov 2, 2008
Report
Report
Pain and Gain: Implementing No Child Left Behind in Three States, 2004-2006
Presents information regarding the implementation of the No Child Left Behind Act in California, Georgia, and Pennsylvania from 2003-2004 through 2005-2006, including the final results of the Implementing Standards-Based Accountability project.
Oct 20, 2008
Report
Report
Assistance and Accountability in Externally Managed Schools: The Case of Edison Schools, Inc.
Demonstrate how Edison Schools, Inc., intends to promote educators' capacity, motivation, and opportunity to deliver high-quality instruction, and examines the variation that occurs across Edison schools.
Aug 25, 2008
Journal Article
Journal Article
Accountability and Teaching Practices: School-Level Actions and Teacher Responses
2008
Journal Article
Journal Article
Equating and Linking of Educational Assessments in High-Stakes Accountability Systems
2008
Journal Article
Journal Article
Performance-based Accountability Policies: Implications for School and Classroom Practices
This paper reviews the research literature associated with the implications of performance-based accountability policies for school and teacher behaviors.
2008
Journal Article
Journal Article
Texas Educator Excellence Grant (TEEG) Program: Year One Evaluation Report
This report presents findings from the first-year evaluation of the Texas Educator Excellence Grant (TEEG) program, one of several statewide performance incentive programs in Texas.
2008
Journal Article
Journal Article
Texas Educator Excellence Grant (TEEG) Program: Year Two Evaluation Report
This report presents findings from the second year of a multi-year evaluation of the TEEG program and preliminary findings about the design and implementation of the DATE program.
2008
Periodical
Periodical
RAND Review: Vol. 31, No. 3, Fall 2007
The cover story issues a midterm report card for the No Child Left Behind Act of 2001. Other features discuss prescription drug benefit plans for the elderly and different types of ungoverned territories around the world.
Dec 2, 2007
Report
Value-Added Assessment in Practice: Lessons from the Pennsylvania Value-Added Assessment System Pilot Project
Examines how Pennsylvania's value-added assessment program has been implemented at the district, school, and classroom levels and its effects on student achievement.
Oct 14, 2007
Research Brief
Research Brief
How Educators in Three States Are Responding to Standards-Based Accountability Under No Child Left Behind
This research brief documents how educators in California, Georgia, and Pennsylvania have responded to the standards-based accountability requirements of the No Child Left Behind Act of 2001.
May 15, 2007
Report
Report
Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States
Standards-based accountability provisions of the No Child Left Behind Act have influenced U.S. public schools. This book sheds light on teachers' and administrators' attitudes and actions in response to these accountability policies.
Apr 29, 2007
Draft
Draft
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
In evaluating two after-school programs in Pittsburgh, this report finds that while there has not been strong participation in these programs, participation is associated with improved students learning in math.
Jan 16, 2007
Report
The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures
Conclusions about individual teachers' performance based on value-added models can be sensitive to the ways in which student achievement is measured.
2007
Journal Article
Journal Article
Spring 2007 TEEG Survey Results Chi-Square Analyses by Grade Level
This report presents findings from the first-year evaluation of the Texas Educator Excellence Grant (TEEG) program, one of several statewide performance incentive programs in Texas.
2007
Journal Article
Journal Article
What Can TIMSS Surveys Tell Us About Mathematics Reforms in the United States During the 1990s?
2007
Research Brief
Research Brief
Does Reform-Oriented Teaching Make a Difference? The Relationship Between Teaching Practices and Achievement in Mathematics and Science
This research brief summarizes a three-year study of the relationship between reform-oriented instruction and student performance in mathematics and science.
Nov 14, 2006
Report
Report
Making Sense of Data-Driven Decision Making in Education: Evidence from Recent RAND Research
Using RAND research this paper examines how schools are utilizing test results and other data to make decisions for improving student success, describes the conditions and policies that support or hinder these efforts, and suggests future research.
Nov 7, 2006
Report
Report
Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement
Presents findings of a multiyear study of the effectiveness of reform-oriented science and mathematics teaching (practices for engaging students as active participants in their own learning and enhancing the development of complex cognitive skills).
Sep 8, 2006
Draft
Draft
Teachers as Implementers of Mathematics and Science Systemic Reform Policies
Identifies the policy messages that hinder or facilitate teachers' responses to local implementation of instructional reforms in an attempt to promote changes in teacher practices in science and mathematics classrooms.
Aug 3, 2006
Draft
Draft
Measuring Instructional Responses to Standards-Based Accountability
Presents framework for measuring how math teachers' survey responses show how that classroom work and emphasis are being shaped by testing in the context of externally mandated state-based accountability (SBA) policies.
Jul 28, 2006
Draft
Draft
Using Test-Score Data in the Classroom
Surveyed elementary and middle school principals and mathematics teachers to identify the formats in which they received test-score data, their opinions on the data's quality, how they used the data, and what hurt or helped effective use of it.
Jul 27, 2006
Draft
Draft
Instructional Practices Related to Standards and Assessments
Using two years of survey data from mathematics and science teachers on the standards-based accountability (SBA) requirements mandated by the No Child Left Behind Act, this study explores changes in teachers' classroom content to accommodate SBA.
Jul 24, 2006
Draft
Draft
Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics
Describes a vignette-based measure of reform-oriented mathematics instruction in which teachers read several contextualized descriptions of teaching practices and rate the degree to which the options correspond to their own likely behaviors.
Feb 8, 2006
Journal Article
Journal Article
A Better Way: Measuring Charter School Success and Failure
2006
Journal Article
Journal Article
Measuring Child-Staff Ratios in Child Care Centers: Balancing Effort and Representativeness
This study compared ratio data collected from a single child care classroom during a 2-h period on a single day with data collected from multiple classrooms in the same center during 8-h periods over 10 days.
2006
Journal Article
Journal Article
Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners: Research and Development Report
In this study, data from ECLS-K are used to estimate the degree to which specific aspects of teacher training--the teaching credential and coursework in pedagogy--and teaching experience are associated with student achievement.
2006
Journal Article
Journal Article
Testing for Accountability in K-12
This chapter provides a brief history of large-scale K-12 achievement testing in the United States, focusing primarily on trends in the uses of tests over the past several decades.
2006
Journal Article
Journal Article
Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics
The authors developed a vignette-based measure of one aspect of mathematics instructional practice, reform-oriented instruction and it appears that vignettes can be a useful tool for research on instructional practice.
2006
Journal Article
Journal Article
Validating Achievement Gains in Cohort-To-Cohort and Individual Growth-Based Modeling Contexts
2006
Report
Report
Inspiration, Perspiration, and Time: Operations and Achievement in Edison Schools
Reports an evaluation of Edison Schools, the nation’s largest for-profit manager of public schools. RAND analyzed Edison’s school improvement strategies the implementation of those strategies, and effects on student achievement.
Sep 29, 2005
Draft
Draft
A Value-Added Modeling Approach for Examining the Relationship Between Reform Teaching and Mathematics Achievement
This study addresses the limitations of reform-oriented instruction by using innovative vignette-based methods for measuring instructional practices, exploring relationships longitudinally over a three-year period, and including open-ended measures.
May 20, 2005
Draft
Draft
Teachers’ Responses to Standards-Based Accountability
Apr 20, 2005
Draft
Draft
Introduction to First-Year Findings from the Implementing Standards-Based Accountability (ISBA) Project
Apr 18, 2005
Draft
Draft
Measuring the Practices, Philosophies, and Characteristics of Kindergarten Teachers
Jan 18, 2005
Report
Report
High-Performance Government: Structure, Leadership, Incentives
In this book, RAND experts in public policy and management suggest practical ways to implement the recommendations and define a research agenda for the future.
Jan 5, 2005
Draft
Draft
Is Reform-Oriented Teaching Related to Mathematics and Science Achievement?
Dec 21, 2004
Draft
Draft
Vignette-Based Surveys and the Mosaic II Project
Dec 21, 2004
Report
External Audiences for Test-Based Accountability: The Perspectives of Journalists and Foundations
Examines the perspectives of journalists and foundation program officers on the accountability provisions of the No Child Left Behind Act of 2001 and offers recommendations for improving the presentation and communication of information about student outcomes.
Dec 20, 2004
Report
Report
Organizational Improvement and Accountability: Lessons for Education from Other Sectors
Describes accountability models in the manufacturing, job training, legal, and health care sectors; summarizes their effectiveness; and draws specific lessons for educators.
May 2, 2004
Report
Evaluating Value-Added Models for Teacher Accountability
Clarifies the primary questions raised by the use of value-added models (VAM) for measuring teacher effects, reviews the most important recent applications of VAM, and discusses statistical and measurement issues associated with VAM.
May 2, 2004
Journal Article
Journal Article
No Child Left Behind Act of 2001.
The No Child Left Behind Act (NCLB) requires that all states implement accountability systems based on reading and mathematics tests.
Apr 1, 2004
Journal Article
Journal Article
Let's See More Empirical Studies on Value-Added Modeling of Teacher Effects: A Reply to Raudenbush, Rubin, Stuart and Zanutto, and Reckase
The authors identify important challenges for interpreting the output of VAM and for its use with test-based accountability.
2004
Report
Report
Assessment as a Policy Tool
Discusses the use of tests or assessments in grades K-12 as instruments for promoting educational change.
2004
Research Brief
Research Brief
A Decade of Entrepreneurship in Education: A Look at Edison Schools’ Improvement Strategies and Their Effects on Student Achievement
This research brief describes work documented in Inspiration, Perspiration, and Time: Operations and Achievement in Edison Schools (MG-351-EDU).
2004
Research Brief
Research Brief
Improving Educational Outcomes Through Accountability: Lessons from Other Sectors
This research brief describes work documented in Organizational Improvement and Accountability: Lessons for Education from Other Sectors (MG-136-WFHF).
2004
Journal Article
Journal Article
Improving Inferences About Student Achievement
Large-scale, standardized achievement tests are used for a number of research and policy purposes.
2004
Report
Report
Models for Value-Added Modeling of Teacher Effects
The use of complex value-added models that attempt to isolate the contributions of teachers or schools to student development is increasing. Several variations on these models are being applied in the research literature, and policy makers have expre...
2004
Research Brief
Research Brief
The Promise and Peril of Using Value-Added Modeling to Measure Teacher Effectiveness
This research brief describes work documented in Evaluating Value-Added Models for Teacher Accountability (MG-158-EDU).
2004
Report
Report
Charter School Operations and Performance: Evidence from California
The study represents a comprehensive study of accessibility, student achievement, governance, and operation of California's charter schools, drawing from survey data and case studies.
2003
Report
Report
Assessment of Students with Disabilities in Kentucky: Inclusion, Student Performance, and Validity
Students with disabilities are increasingly being included in large-scale, high-stakes testing programs, despite a lack of evidence regarding the validity of scores from many tests for these students. This study examines Kentucky's efforts to includ...
2003
Report
Report
Gender Differences on High School Science Achievement Tests: Do format and Content Matter?
Gender Differences on High School Science Achievement Tests: Do format and Content Matter?
2003
Research Brief
Research Brief
How California Charter Schools Operate and Perform
This research brief describes work documented in Charter School Operations and Performance: Evidence from California (MR-1700-EDU).
2003
Report
Report
Interactions Among Instructional Practices, Curriculum and Student Achievement: The Case of Standards-Based High School Mathematics
Interactions Among Instructional Practices, Curriculum and Student Achievement: The Case of Standards-Based High School Mathematics
2003
Report
Report
Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science
Describes an approach to addressing the challenges of evaluating large-scale, multisite educational reforms aimed at changing classroom practice.
2003
Report
Report
Working Smarter to Leave No Child Behind: Practical Insights for School Leaders
How can states, districts, and schools meet the requirements of the 2001 No Child Left Behind Act? This paper offers guidance to the state policymakers, district administrators, and school principals who must implement NCLB.
2003
Report
Report
Making Sense of Test-Based Accountability in Education
This book responds to the growing emphasis on high-stakes testing and offers recommendations for more-effective test-based accountability systems.
2002
Testimony
Testimony
Benefits of a Statewide Student Identifier System for California
Testimony submitted to the California State Senate Education Committee on April 24, 2002.
2002
Draft
Draft
Measuring Reform-Oriented Instructional Practices in Mathematics and Science
Measuring Reform-Oriented Instructional Practices in Mathematics and Science
2002
Periodical
Periodical
RAND Review: Vol. 26, No. 1, Spring 2002
Suggests that the new national agenda of high-stakes testing in K-12 schools may be more of an academic hindrance than a help; also discusses ways to take the profit out of WMD proliferation, U.S. Army logistics, and the 2002 general election.
2002
Draft
Draft
Does Matching Student and Teacher Racial/Ethnic Group Improve Math Scores?
Using data from fourth-grade teachers and students in California, this report investigates whether students can earn higher math-test scores when their teacher's racial/ethnic group matches their own.
2001
Draft
Draft
The Performance of Students With Disabilities on New York's Revised Regents Comprehensive Examination in English
This report explores the performance (i.e., completion rates and scores) of students with disabilities in a field test of the revised New York State Regents Comprehensive Examination in English.
2001
Draft
Draft
Teaching Practices and Student Achievement: Evaluating Classroom-Based Education Reforms
The authors observed small but consistent positive relationships between teachers' use of standards-based math and science instruction and student achievement. However, the manner in which reforms are implemented and evaluated can be improved.
2001
Report
Report
Teaching Practices and Student Achievement: Report of First-Year Findings from the ‘Mosaic’ Study of Systemic Initiatives in Mathematics and Science
Study to investigate the relationships between student achievement in mathematics and science and the use of these new instructional practices.
2000
Report
Report
Using Web Based Testing for Large Scale Assessment
The authors investigate the feasibility of delivering computer-based tests via the Internet.
2000
Report
Report
What Do Test Scores in Texas Tell Us?
This paper examines student on Texas' high-stakes tests, in which students have made extraordinary gains, and compares them to the results of nationwide tests.
2000
Report
Report
Large-Scale Testing: Current Practices and New Directions
Discusses criteria typically used to evaluate large-scale testing programs; evaluates the tests in light of the criteria; and presents a new testing method that is based on computerized adaptive tests delivered over the Internet.
Apr 1, 1999
Journal Article
Journal Article
Detecting Gender-Based Differential Item Functioning on a Constructed-Response Science Test
Explores methods for detecting gender-based differential item functioning on a 12th-grade CR science test administered as part of the NELS:88
1999