Does high-stakes evaluation scare teachers away? And if so, which teachers? Does this help or harm students? High-stakes evaluation does affect who comes into the classroom and who stays there, and research indicates that this flux may actually be good for students.

National Teacher Day honors teachers for the lasting contributions they make to students’ lives.

How do we identify great teachers and help all teachers improve their craft? The best option may be to combine student growth measures, observations of teachers in the classroom, and student surveys.

The academic achievement gap in the United States is large. A low-income child has less than a 1 in 10 chance of graduating from college, compared to nearly 8 in 10 high-income children.

Principals have almost as much of an impact on student achievement as teachers do. Indeed, we found in a study of school reform in Washington, D.C., that replacing ineffective principals improves student achievement. But how do we distinguish good principals from bad ones?

On the one hand, value-added measures, like chainsaws, can be powerful tools and really useful for the right problem, like cutting down a tree. On the other hand, chainsaws, like VAMs, can do a lot of damage if you’re not careful and don’t know what you’re doing.

Senior Researcher Elias Walsh looks into helping provide meaningful feedback to "invisible teachers" - those who leave the profession feeling as though they have made no progress with their students.

Alex Resch, Mathematica's associate director, Human Services Research, counters the claims in a new book, which argues that algorithms and mathematical models are destructive and harm society’s most vulnerable members.

Guided by the recent Every Student Succeeds Act (ESSA), states are scrambling to incorporate nonacademic skills into school measurement systems, raising the question: “What measures should schools use and for which purpose?”

In a recent post on the Brookings Brown Center Chalkboard, Helen Ladd urges states to experiment with replacing test-based accountability with school inspections, visits by trained experts who rate the schools they visit and then issue reports.

The Every Student Succeeds Act presents a challenge and an opportunity. It changes the question from “what do we have to do?” to “what new opportunities exist?” as states can now design their accountability systems to accomplish their own goals rather than complying with federal demands.

The Educator Impact Laboratory is a center at Mathematica designed to expand our collaborations with state and local education agencies around the challenging task of measuring the impact that teachers and principals have on their students and using this information in creative ways to improve outcomes.

"Value-added" is an unfortunate term. It suggests that we’ve measured the sum of all that teachers contribute or the sum of their value, which is dehumanizing as well as inaccurate.

The recent public statement by the American Educational Research Association (AERA) on the use of value-added measures has a lot of scary language about “scientific and technical limitations,” and lists requirements that they say value-added models should meet. But do these requirements represent the “very high technical bar” the AERA claims it is setting? We don’t think so.

Grade span testing dramatically reduces the number of tests students would take over the course of their education. Unfortunately, it also sacrifices the ability to measure students’ growth from year to year in a content area and dramatically reduces what we would know about what works in education.

London ; New York : Routledge, 2008

Cambridge, Mass. : National Bureau of Economic Research, 2020

London ; New York : Routledge, 2008

New York : Routledge, 2008

Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2008

Ottawa : Statistics Canada = Statistique Canada, 2020

Vancouver ; Toronto : UBC Press, 2020.

Cham, Switzerland : Palgrave Macmillan, [2019]

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Dewey Library - HE5668.P3 B454 2019

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Hayden Library - HE1780.A75 2018

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Hayden Library - TN881.T4 H56 2018

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Dewey Library - HE8689.7.M37 E94 2018

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Dewey Library - HE8699.M4 R63 2019

Hayden Library - RG648.W58 2019

Dewey Library - HD30.255.L46 2018

Dewey Library - HE7797.I75 C65 2018

Barker Library - TN673.G33 2018

Hayden Library - TC557.A2 D39 2019

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Barker Library - TE228.3.I684 2018

Hayden Library - RG701.W35 2018

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Dewey Library - HE395.N74 L37 2018

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