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Soland, James – Teachers College Record, 2021
Background/Context: Closing achievement gaps is a major concern in U.S. education. These gaps can develop in a wide range of ways over the course of a student's schooling. Yet, research on school effectiveness and accountability policies for schools often focuses on rank orderings of schools based on value-added models, which could mask those…
Descriptors: Achievement Gap, African American Students, White Students, Racial Differences
Jinyong Hahn; John D. Singleton; Nese Yildiz – Annenberg Institute for School Reform at Brown University, 2023
Panel or grouped data are often used to allow for unobserved individual heterogeneity in econometric models via fixed effects. In this paper, we discuss identification of a panel data model in which the unobserved heterogeneity both enters additively and interacts with treatment variables. We present identification and estimation methods for…
Descriptors: Teacher Effectiveness, Models, Computation, Statistical Analysis
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
Schulte, Ann C.; Stevens, Joseph J.; Nese, Joseph F. T.; Yel, Nedim; Tindal, Gerald; Elliott, Stephen N. – National Center on Assessment and Accountability for Special Education, 2018
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models…
Descriptors: School Effectiveness, Models, Computation, Comparative Analysis
Nese, Joseph F. T.; Stevens, Joseph J.; Schulte, Ann C.; Tindal, Gerald; Yel, Nedim; Anderson, Daniel; Matta, Tyler; Elliott, Stephen N. – National Center on Assessment and Accountability for Special Education, 2018
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models…
Descriptors: School Effectiveness, Models, Computation, Comparative Analysis
Chiang, Hanley; Lipscomb, Stephen; Gill, Brian – Education Finance and Policy, 2016
States across the country are developing systems for evaluating school principals on the basis of student achievement growth. A common approach is to hold principals accountable for the value added of their schools--that is, schools' contributions to student achievement growth. In theory, school value added can reflect not only principals'…
Descriptors: Value Added Models, Principals, Administrator Effectiveness, Administrator Evaluation
Stevens, Joseph J.; Nese, Joseph F. T.; Schulte, Ann C.; Tindal, Gerald; Yel, Nedim; Anderson, Daniel; Matta, Tyler; Elliott, Stephen N. – National Center on Assessment and Accountability for Special Education, 2017
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models…
Descriptors: School Effectiveness, Models, Computation, Comparative Analysis
Schulte, Ann C.; Nese, Joseph F. T.; Stevens, Joseph J.; Yel, Nedim; Tindal, Gerald; Anderson, Daniel; Elliott, Stephen N. – National Center on Assessment and Accountability for Special Education, 2017
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models…
Descriptors: School Effectiveness, Models, Computation, Comparative Analysis
Palardy, Gregory J. – AERA Online Paper Repository, 2016
This study examines the effects of the summer period on value-added assessment (VAA) of teacher and school performance at the early grades. The results indicate that 40-62% of the variance in VAA estimates originates from the summer, depending on the outcome. Furthermore, when summer is omitted from the VAA model, 51-61% of the teachers and 58-61%…
Descriptors: Value Added Models, Performance Based Assessment, Teacher Effectiveness, School Effectiveness
Thomas B. Fordham Foundation, 2019
In our 2019 annual report, we provide insight into our sponsorship work during the year and the performance of our sponsored schools. We are also pleased to highlight the good work of our colleagues on Fordham's policy and research teams. Our schools' academic performance shows several schools doing very well on Ohio's value added (growth) measure…
Descriptors: Philanthropic Foundations, Donors, Private Financial Support, Accountability
Thomas B. Fordham Foundation, 2018
The 2017-18 school year saw our sponsorship portfolio grow from 4,100 students in 2016-17 to 4,800 students across five Ohio cities: Dayton, Columbus, Cincinnati, Cleveland, and Portsmouth. We're also honored to have been recognized by the National Association for Charter School Authorizers (NACSA) as part of NACSA's Quality Practice Project.…
Descriptors: Philanthropic Foundations, Donors, Private Financial Support, Accountability
Chiang, Hanley; Lipscomb, Stephen; Gill, Brian – Mathematica Policy Research, Inc., 2014
States across the country are developing systems for evaluating school principals on the basis of student achievement growth. A common approach is to hold principals accountable for the value added of their schools--that is, schools' contributions to student achievement growth. In theory, school value added can reflect not only principals'…
Descriptors: Value Added Models, Principals, Leadership Qualities, Leadership Effectiveness
Palardy, Gregory J.; Peng, Luyao – Education Policy Analysis Archives, 2015
This study examines the effects of including the summer period on value-added assessments (VAA) of teacher and school performance at the early grades. The results indicate that 40-62% of the variance in VAA estimates originates from the summer period, depending on the outcome (i.e., reading or math achievement gains). Furthermore, when summer is…
Descriptors: Value Added Models, Performance Based Assessment, Teacher Effectiveness, School Effectiveness
Thomas B. Fordham Foundation, 2017
The Thomas B. Fordham Foundation's sponsorship annual report highlights our work with eleven schools that served 4,150 students in five Ohio cities during the 2016-17 school year. We value this opportunity to keep stakeholders and the public informed about our efforts, and provide information on each of the schools that we sponsor. Additionally,…
Descriptors: Philanthropic Foundations, Donors, Private Financial Support, Accountability
Thomas B. Fordham Foundation, 2016
The 2015-16 school year was one of transition in Ohio. New state assessments (again), new charter sponsor evaluations, and even a new state superintendent. Change is hard, but it is important to remember that the developments of the last twelve months have their roots in policy decisions designed to improve Ohio's academic standards overall and…
Descriptors: Philanthropic Foundations, Donors, Private Financial Support, Accountability
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