Measuring Teacher Effectiveness Research and Commentary
RAND researchers are nationally recognized for having examined and evaluated methods of measuring teacher effectiveness, as well as the critical relationship between teacher effectiveness and student achievement.
Below, you can explore the Measuring Teacher Effectiveness Fact Sheet Series, as well as the latest blog posts, multimedia, research briefs, and full reports.
The Measuring Teacher Effectiveness Fact Sheet Series
Research Briefs and Periodicals
No Evidence That Incentive Pay for Teacher Teams Improves Student Outcomes: Results from a Randomized Trial 2012
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.
What New York City's Experiment with Schoolwide Performance Bonuses Tells Us About Pay for Performance 2011
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.
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.
What Teacher Characteristics Affect Student Achievement? Findings from Los Angeles Public Schools 2010
RAND researchers found no evidence that traditional teacher qualification standards have a substantial effect on student achievement in Los Angeles public schools. Other measures and reward systems might be better at improving teacher quality.
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.
This research brief summarizes the progress that states, districts, and schools have made in implementing the teacher qualification provisions of the No Child Left Behind Act of 2001.
Does Reform-Oriented Teaching Make a Difference? The Relationship Between Teaching Practices and Achievement in Mathematics and Science 2006
This research brief summarizes a three-year study of the relationship between reform-oriented instruction and student performance in mathematics and science.
This research brief describes work documented in Evaluating Value-Added Models for Teacher Accountability (MG-158-EDU).
Raising the Bar for Teacher Preparation: Early Signals on How Louisiana's Education Policy Strategies Are Working Across the State 2019
Since 2012, Louisiana has been developing policies to improve student outcomes in the areas of early childhood education, K–12 academics, graduation pathways, and teacher preparation. This report, part of a four-part series on the implementation of these reforms, focuses on Louisiana's strategies for K–12 teacher preparation.
The TNTP Core Teaching Rubric uses assessments of student behavior, rather than teacher actions, to rate a teacher's instructional practices. In this report, RAND researchers assess whether the TNTP Core Teaching Rubric produces scores that are representative of teachers' overall instructional practices and whether raters' content expertise influence scores on TNTP Core. The report includes recommendations to improve the use of TNTP Core.
Improving Teaching Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching Through 2015–2016 2018
The Intensive Partnerships for Effective Teaching initiative was a multiyear effort to dramatically improve student outcomes by increasing students' access to effective teaching. Researchers from the RAND Corporation and the American Institutes for Research conducted a six-year evaluation of the initiative, documenting the policies and practices each site enacted and their effects on student outcomes. This is the final evaluation report.