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Direct linkW. Jesse Wood; Ijun Lai; Neil R. Filosa; Scott A. Imberman; Nathan D. Jones; Katharine O. Strunk – Educational Evaluation and Policy Analysis, 2025
The success of students with disabilities (SWDs) depends on access to high-quality general education teachers. Yet, teacher value-added measures (VAMs) generally fail to distinguish between effectiveness in educating students with or without disabilities. Using data from the Los Angeles Unified School District, we create two VAMs: one focusing on…
Descriptors: Teacher Effectiveness, Students with Disabilities, Success, Educational Quality
Download full textM. Cade Lawson; Tim R. Sass – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2024
The effect of remote learning on student performance has been a frequent topic of research and discussion in the aftermath of the COVID-19 pandemic, yet little is known about the impact of remote instruction on the performance of teachers. This study documents how relative effectiveness of teachers changed when moving from in-person to remote…
Descriptors: Teacher Effectiveness, Distance Education, COVID-19, Pandemics
Wood, W. Jesse; Lai, Ijun; Filosa, Neil R.; Imberman, Scott A.; Jones, Nathan D.; Strunk, Katharine O. – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2022
The success of many students with disabilities (SWDs) depends on access to high-quality general education teachers. Yet, most measures of teacher value-added measures (VAM) fail to distinguish between a teacher's effectiveness in educating students with and without disabilities. We create two VAM measures: one focusing on teachers' effectiveness…
Descriptors: Students with Disabilities, Teacher Effectiveness, Value Added Models, Academic Achievement
W. Jesse Wood; Ijun Lai; Neil R. Filosa; Scott A. Imberman; Nathan D. Jones; Katharine O. Strunk – Grantee Submission, 2023
The success of students with disabilities (SWDs) depends on access to high-quality general education teachers. Yet, teacher value-added measures (VAMs) generally fail to distinguish between effectiveness in educating students with or without disabilities. Using data from the Los Angeles Unified School District, we create two VAMs: one focusing on…
Descriptors: Teacher Effectiveness, Students with Disabilities, Success, Educational Quality
Goldhaber, Dan; Ronfeldt, Matt; Cowan, James; Gratz, Trevor; Bardelli, Emanuele; Truwit, Matt – American Educational Research Journal, 2022
The clinical teaching experience is one of the most important components of teacher preparation. Prior observational research has found that more effective mentors and schools with better professional climates are associated with better preparation for teacher candidates. We test these findings using an experimental assignment of teacher…
Descriptors: Preservice Teacher Education, Experiential Learning, Student Teaching, Student Teachers
Andrés Barrios-Fernández; Marc Riudavets-Barcons – Centre for Economic Performance, 2024
This paper uses rich administrative data from Chile to estimate teacher value added (TVA) on test scores and on an educational attainment index. We allow each teacher to have a different TVA for male and female students and show that differences in TVA explain an important part of the gender gaps we observe in test scores and postsecondary…
Descriptors: Foreign Countries, Value Added Models, Teacher Effectiveness, Gender Differences
Louisiana Department of Education, 2025
The Educator Workforce Snapshot provides an overview of workforce data for the 640 traditional public schools and public charter schools in Louisiana's Southeast Region from the 2023-2024 school year based on End-of-Year (EOY) data. The purpose of this snapshot is to communicate annual workforce data and trends to stakeholders, and to support…
Descriptors: Public Schools, Charter Schools, Teachers, Administrator Characteristics
Louisiana Department of Education, 2025
The Educator Workforce Snapshot provides an overview of workforce data for the 293 traditional public schools and public charter schools in Louisiana's Southwest Region from the 2023-2024 school year based on End-of-Year (EOY) data. The purpose of this snapshot is to communicate annual workforce data and trends to stakeholders, and to support…
Descriptors: Public Schools, Charter Schools, Teachers, Administrator Characteristics
Julie Cohen; Luke C. Miller; Rosalie Chung; Emily Wiseman; Erik Ruzek – Journal of Education, 2024
Helping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more…
Descriptors: Reading Instruction, Teaching Methods, Reader Text Relationship, Reading Research
Seth B. Hunter; Matthew P. Steinberg – Annenberg Institute for School Reform at Brown University, 2024
Districts nationwide have increased the frequency of teacher evaluations. Yet, we know little about the role of evaluator feedback for teacher improvement. Using unique classroom observation-level data, we use evaluator ratings and teacher self-assessments of teacher performance to rigorously examine (positive and negative) feedback valence from…
Descriptors: Teacher Evaluation, Evaluation Methods, Feedback (Response), Teacher Improvement
William Delgado – Annenberg Institute for School Reform at Brown University, 2023
Does student-teacher match quality exist? Prior work has documented large disparities in teachers' impacts across student types but has not distinguished between sorting and causal effects as the drivers of these disparities. I propose a disparate value-added model and derive a novel measure of teacher quality--revealed comparative advantage--that…
Descriptors: Teacher Student Relationship, Value Added Models, Teacher Effectiveness, Attribution Theory
Phipps, Aaron – Annenberg Institute for School Reform at Brown University, 2022
Using administrative data from D.C. Public Schools, I use exogenous variation in the presence and intensity of teacher monitoring to show it significantly improves student test scores and reduces suspensions. Uniquely, my setting allows me to separately identify the effect of pre-evaluation monitoring from post-evaluation feedback. Monitoring's…
Descriptors: Outcomes of Education, Public Schools, Teacher Evaluation, Accountability
