In this study researchers examined the effectiveness of one of the largest teacher education programs located within the largest research-intensive universities within the US. They did this using a value-added model as per current federal educational policy imperatives to assess the measurable effects of teacher education programs on their teacher…

The paper presents results from the evaluation of the Teach for Bulgaria (TFB) program, which is part of the Teach for All global network. TFB activities have relevance for a variety of fast-track pathways to the teaching profession. The evaluation is based on a quasi-experimental assessment of teacher performance through student value-added…

On-farm processing of value-added dairy products can be a way for small dairy farms to diversify production and increase revenue. This article examines characteristics of three groups of Vermont farmers who have grass-based dairy farms--those producing value-added dairy products, those interested in such products, and those not interested in such…

Increasingly universities are expected to demonstrate the impact of students' higher education experiences; learning gain is one of the metrics that can evidence this. The Scottish Funding Council (SFC) agrees Widening Participation (WP) objectives with the universities with an implicit expectation that Scottish higher education institutions…

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…

This article reports on a study that was conducted to evaluate value addition in the learning attainments of students in higher education. The subjects in the study were telecommunication engineering students who pursued their programme of study between 2011 and 2013 at the Ghana Technology University College. Using descriptive statistics and…

School districts across the United States increasingly use value-added models (VAMs) to evaluate teachers. In practice, VAMs typically rely on lagged test scores from the previous academic year, which necessarily conflate summer with school-year learning and potentially bias estimates of teacher effectiveness. We investigate the practical…

Teacher effectiveness varies substantially, yet principals' evaluations of teachers often fail to differentiate performance among teachers. We offer new evidence on principals' subjective evaluations of their teachers' effectiveness using two sources of data from a large, urban district: principals' high-stakes personnel evaluations of teachers,…

There is mounting evidence of substantial "teacher quality gaps" (TQGs) between advantaged and disadvantaged students but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states--North Carolina and Washington--to provide a descriptive history of the…

Good teachers are essential for high-quality educational systems. However, little is known about teachers' skill formation during college. By combining two standardized tests for Colombian students, one taken at the end of senior year in high school and the other when students are near graduation from college, we test the extent to which students…

The consensus among education researchers is that value-added models are most appropriate for assessing the relative effectiveness of schools, teachers, or programmes for student learning. The preferred value-added model adjusts for prior achievement, but there is a variety of other specifications that may or may not include prior achievement.…

The evidence-based decision-making emphasis in education has largely focused on the adoption of new practices for which evidence of effectiveness exists. Following adoption, however, the focus shifts to improvement and the appropriate evidence needed to support budget decisions must be local, timely, and relevant. Existing evidence used to support…

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…

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…

Teacher turnover is a challenge for U.S. public schools. Research suggests that teachers' perceptions of their school working conditions influence their leaving decisions. Related research suggests that principals may be in the best position to influence school working conditions. Using 4 years of panel data constructed from the North Carolina…