Brian M. Stecher — Publications
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The Intensive Partnerships for Effective Teaching: A Comparison of School Outcomes
2020
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Let's Improve Tanner High School: An Education Policy Game
2020
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Using Data to Support the Intensive Partnerships for Effective Teaching Initiative: Data Collection, Metric and Dashboard Creation, and Lessons Learned
2020
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Variation in Improvement Among Schools in the Intensive Partnerships for Effective Teaching
2020
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Intensive Partnerships for Effective Teaching Enhanced How Teachers Are Evaluated But Had Little Effect on Student Outcomes
2019
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Building a Repository of Assessments of Interpersonal, Intrapersonal, and Higher-Order Cognitive Competencies
2018
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Choosing and Using SEL Competency Assessments: What Schools and Districts Need to Know
2018
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Commentary on the Special Issue on Social-Emotional Assessment to Guide Educational Practice
2018
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Improving Teaching Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching Through 2015–2016
2018
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RAND Education Assessment Finder
2018
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Creating an Indicator of K–12 Classroom Coverage of Science, Technology, Engineering, and Math (STEM) Content and Practices
2017
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Improving Teaching Effectiveness: Implementation: The Intensive Partnerships for Effective Teaching Through 2013–2014
2016
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Mathematics Audit of the DoDEA Schools: 2014–2015
2016
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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
2016
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Taking Stock: The Intensive Partnerships for Effective Teaching Through 2013–2014
2016
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What Are Teachers' and School Leaders' Major Concerns About New K–12 State Tests? Findings from the American Teacher and American School Leader Panels
2016
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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
2016
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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
2016
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The Feasibility of Developing a Repository of Assessments of Hard-to-Measure Competencies
2015
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Can New Tests Lead to Better Teaching and Deeper Learning?
2014
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Competency-Based Education in Three Pilot Programs: What It Is, How It's Implemented, and How It's Working
2014
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Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes
2014
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Measuring Hard-to-Measure Student Competencies: A Research and Development Plan
2014
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Improving Accountability Through Expanded Measures of Performance
2013
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Incentive Pay Programs Do Not Affect Teacher Motivation or Report Practices: Results from Three Randomized Studies
2013
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Measuring 21st Century Competencies: Guidance for Educators
2013
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New Assessments, Better Instruction? Designing Assessment Systems to Promote Instructional Improvement
2013
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RAND Review: Vol. 36, No. 3, Winter 2012-2013
2013
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Deregulating School Aid in California: How Districts Responded to Flexibility in Tier 3 Categorical Funds in 2010-2011
2012
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Implementing Measures of Teacher Effectiveness
2012
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Measuring Instructional Practice in Science Using Classroom Artifacts: Lessons Learned from Two Validation Studies
2012
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More Freedom to Spend Less Money: What Happened When California School Districts Gained Spending Flexibility and Budgets Were Cut
2012
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No Evidence That Incentive Pay for Teacher Teams Improves Student Outcomes: Results from a Randomized Trial
2012
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Standards-based Accountability in the United States: Lessons Learned and Future Directions
2012
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Team Pay for Performance: Experimental Evidence from the Round Rock Pilot Project on Team Incentives
2012
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Deregulating School Aid in California: How 10 Districts Responded to Fiscal Flexibility, 2009-2010
2011
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Expanded Measures of School Performance
2011
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Expanding Measures of School Performance Under the Elementary and Secondary Education Act
2011
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Federal and State Roles and Capacity for Improving Schools
2011
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How Federal Education Policy Under the Elementary and Secondary Education Act Can Support States in School Improvement
2011
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Knowing and Doing: What Teachers Learn from Formative Assessment and How They Use Information
2011
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Using Student Performance to Evaluate Teachers
2011
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Analyzing the Operation of Performance-Based Accountability Systems for Public Services
2010
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Are Performance-Based Accountability Systems Effective? Evidence from Five Sectors
2010
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Expanding What Counts When Evaluating Charter School Effectiveness
2010
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Incorporating Student Performance Measures into Teacher Evaluation Systems
2010
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No Child Left Behind Act of 2001: Volume IX -- Accountability Under NCLB: Final Report
2010
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Performance Assessment in an Era of Standards-Based Educational Accountability
2010
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RAND Review: Vol. 34, No. 2, Summer 2010
2010
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Reauthorizing No Child Left Behind: Facts and Recommendations
2010
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Teacher Pay For Performance: Experimental Evidence from the Project on Incentives in Teaching
2010
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Toward a Culture of Consequences: Performance-Based Accountability Systems for Public Services — Executive Summary
2010
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Toward a Culture of Consequences: Performance-Based Accountability Systems for Public Services
2010
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What Can We Learn from the Implementation of No Child Left Behind?
2010
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Classroom Assessment Practices, Teacher Judgments, and Students Achievement in Mathematics: Evidence from the ECLS
2009
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Improving Accountability in Public Education
2009
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A Longitudinal Investigation of the Relationship Between Teachers' Self-Reports of Reform-Oriented Instruction and Mathematics and Science Achievement
2009
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RAND Review: Vol. 33, No. 2, Summer 2009
2009
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Standards-Based Reform in the United States: History, Research, and Future Directions
2009
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Texas Educator Excellence Grant (TEEG) Program: Year Three Evaluation Report
2009
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Accountability and Teaching Practices: School-Level Actions and Teacher Responses
2008
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Implementing No Child Left Behind in Three States
2008
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Pain and Gain: Implementing No Child Left Behind in Three States, 2004-2006
2008
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RAND Review: Vol. 32, No. 3, Fall 2008
2008
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Supplemental Analyses of ISBA Survey Responses
2008
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Texas Educator Excellence Grant (TEEG) Program: Year One Evaluation Report
2008
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Texas Educator Excellence Grant (TEEG) Program: Year Two Evaluation Report
2008
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Accountability Under No Child Left Behind: Progress Toward Implementation
2007
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How Educators in Three States Are Responding to Standards-Based Accountability Under No Child Left Behind
2007
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RAND Review: Vol. 31, No. 3, Fall 2007
2007
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The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures
2007
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Spring 2007 TEEG Survey Results Chi-Square Analyses by Grade Level
2007
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Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States
2007
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State and Local Implementation of the No Child Left Behind Act: Volume III -- Accountability Under NCLB: Interim Report
2007
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Using Artifacts to Describe Instruction: Lessons Learned from Studying Reform-Oriented Instruction in Middle School Mathematics and Science
2007
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A Better Way: Measuring Charter School Success and Failure
2006
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Does Reform-Oriented Teaching Make a Difference? The Relationship Between Teaching Practices and Achievement in Mathematics and Science
2006
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Implementing Standards Based Accountability (ISBA): Study Design, State Context, and Accountability Policies
2006
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Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement
2006
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Measuring Instructional Responses to Standards-Based Accountability
2006
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Teachers as Implementers of Mathematics and Science Systemic Reform Policies
2006
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Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics
2006
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Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics
2006
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Using Test-Score Data in the Classroom
2006
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Artifact Packages for Characterizing Classroom Practice: A Pilot Study
2005
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Developing Process Indicators to Improve Educational Governance: Lessons for Education from Health Care
2005
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An Educator Looks at Quality Improvement in Health Care
2005
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Introduction to First-Year Findings from the Implementing Standards-Based Accountability (ISBA) Project
2005
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Reliability of Ratings of the Scoop Notebook and Transcripts
2005
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Teachers’ Responses to Standards-Based Accountability
2005
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Using Classroom Artifacts to Measure Instructional Practices in Middle School Mathematics: A Two-State Field Test
2005
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A Value-Added Modeling Approach for Examining the Relationship Between Reform Teaching and Mathematics Achievement
2005
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External Audiences for Test-Based Accountability: The Perspectives of Journalists and Foundations
2004
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Improving Educational Outcomes Through Accountability: Lessons from Other Sectors
2004
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Is Reform-Oriented Teaching Related to Mathematics and Science Achievement?
2004
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No Child Left Behind Act of 2001.
2004
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Organizational Improvement and Accountability: Lessons for Education from Other Sectors
2004
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Vignette-Based Surveys and the Mosaic II Project
2004
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Artifact Packages for Measuring Instructional Practice: A Pilot Study
2003
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Class-Size Reduction in California: A Story of Hope, Promise, and Unintended Consequences
2003
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The Effects of Content, Format, and Inquiry Level on Science Performance Assessment Scores
2003
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Integrating findings from Surveys and Case Studies: Examples from a Study of Standards-Based Educational Reform
2003
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Interactions Among Instructional Practices, Curriculum and Student Achievement: The Case of Standards-Based High School Mathematics
2003
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Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science
2003
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Teaching Mathematics and Language Arts in Reduced Sized and Non-Reduced Sized Classrooms
2003
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Unintended Consequences of Test-Based Accountability when Testing in 'Milepost" Grades
2003
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Working Smarter to Leave No Child Behind: Practical Insights for School Leaders
2003
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Combining Surveys and Case Studies to Examine Standards-Based Education Reform
2002
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Making Sense of Test-Based Accountability in Education
2002
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Measuring Reform-Oriented Instructional Practices in Mathematics and Science
2002
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Quadrennial Milepost Accountability Testing in Kentucky
2002
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RAND Review: Vol. 26, No. 1, Spring 2002
2002
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Before and After Class Size Reduction: A Tale of Two Teachers
2001
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Combining Surveys and Case Studies to Examine Standards-Based Educational Reform
2001
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The Effects of the Washington Education Reform on School and Classroom Practice, 1999-2000
2001
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An Evaluation Strategy Developed by RAND for the Broad Foundation
2001
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Rewarding Schools Based on Gains: It's All in How You Calculate the Index and Set the Target
2001
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Teaching Mathematics and Language Arts in Reduced Sized and Non-Reduced Sized Classrooms
2001
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Teaching Practices and Student Achievement: Evaluating Classroom-Based Education Reforms
2001
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Class Size Reduction in California: Summary of the 1998-99 Evaluation Findings
2000
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Class Size Reduction in California: The 1998-99 Evaluation Findings
2000
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The Effects of the Washington Education Reform on Schools and Classrooms: Initial Findings
2000
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The Effects of the Washington State Education Reform on Schools and Classrooms
2000
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Profile of the Santa Monica-Malibu School District
2000
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Teaching Practices and Student Achievement: Report of First-Year Findings from the ‘Mosaic’ Study of Systemic Initiatives in Mathematics and Science
2000
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What Do Test Scores in Texas Tell Us?
2000
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Class size reduction in California : early evaluation findings, 1996-1998
1999
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For School Reform, We Need Better Data
1999
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Findings From an Evaluation of the Parent Institute for Quality Education Parent Involvement Program
1998
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Using Alternative Assessments in Vocational Education
1997
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Using Alternative Assessments in Vocational Education
1997
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An Experimental Evaluation of Residential and Nonresidential Treatment for Dually Diagnosed Homeless Adults
1996
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Issues in Building an Indicator System for Mathematics and Science Education
1996
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Perceived Effects of the Kentucky Instructional Results Information System (KIRIS)
1996
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Performance Assessments in Science: Hands-On Tasks and Scoring Guides
1996
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Portfolio-driven reform: Vermont teachers' understanding of mathematical problem solving and related changes in classroom practice
1996
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Accountability in Workforce Training
1995
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Evaluation of Treatment Options for the Dually Diagnosed: Final Report
1995
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Implementation of residential and nonresidential treatment for the dually diagnosed homeless
1995
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The Vermont Portfolio Assessment Program: Findings and Implications
1995
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Can Portfolios Assess Student Performance and Influence Instruction? : The 1991-92 Vermont Experience
1994
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Improving Perkins II Performance Measures and Standards: Lessons Learned from Early Implementers in Four States
1994
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Interim report, the reliability of Vermont portfolio scores in the 1992-93 school year
1994
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Treatment for the dually diagnosed homeless: Program models and implementation experience: Los Angeles
1994
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Beyond Vocational Education Standards and Measures: Strengthening Local Accountability Systems for Program Improvement
1993
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The implementation of statewide standards and measures of performance, results from the 1992 national assessment of vocational education
1993
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Describing Secondary Curriculum in Mathematics and Science: Current Status and Future Indicators
1992
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Local Accountability in Vocational Education: A Theoretical Model and Its Limitations in Practice
1992
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The Reliability of Scores from the 1992 Vermont Portfolio Assessment Program: Interim Report
1992
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The Vermont portfolio assessment program--interim report on implementation and impact, 1991-92 school year
1992
