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Download full textSchochet, Peter Z. – National Center for Education Evaluation and Regional Assistance, 2017
Design-based methods have recently been developed as a way to analyze data from impact evaluations of interventions, programs, and policies. The impact estimators are derived using the building blocks of experimental designs with minimal assumptions, and have good statistical properties. The methods apply to randomized controlled trials (RCTs) and…
Descriptors: Design, Randomized Controlled Trials, Quasiexperimental Design, Research Methodology
Kautz, Tim; Schochet, Peter Z.; Tilley, Charles – National Center for Education Evaluation and Regional Assistance, 2017
A new design-based theory has recently been developed to estimate impacts for randomized controlled trials (RCTs) and basic quasi-experimental designs (QEDs) for a wide range of designs used in social policy research (Imbens & Rubin, 2015; Schochet, 2016). These methods use the potential outcomes framework and known features of study designs…
Descriptors: Design, Randomized Controlled Trials, Quasiexperimental Design, Research Methodology
Schochet, Peter Z. – National Center for Education Evaluation and Regional Assistance, 2017
Design-based methods have recently been developed as a way to analyze data from impact evaluations of interventions, programs, and policies (Imbens and Rubin, 2015; Schochet, 2015, 2016). The estimators are derived using the building blocks of experimental designs with minimal assumptions, and are unbiased and normally distributed in large samples…
Descriptors: Design, Randomized Controlled Trials, Quasiexperimental Design, Research Methodology
Chiang, Hanley; Speroni, Cecilia; Herrmann, Mariesa; Hallgren, Kristin; Burkander, Paul; Wellington, Alison – National Center for Education Evaluation and Regional Assistance, 2017
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…
Descriptors: Teacher Effectiveness, Academic Achievement, Teacher Influence, Merit Pay
Chiang, Hanley; Speroni, Cecilia; Herrmann, Mariesa; Hallgren, Kristin; Burkander, Paul; Wellington, Alison – National Center for Education Evaluation and Regional Assistance, 2017
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…
Descriptors: Teacher Effectiveness, Academic Achievement, Teacher Influence, Merit Pay
Wellington, Alison; Chiang, Hanley; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Burkander, Paul – National Center for Education Evaluation and Regional Assistance, 2016
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The goal of the grants is to increase the number of high-performing teachers in high-need schools by rewarding educators for improving students' achievement. The report on which this snapshot is based…
Descriptors: Teacher Effectiveness, Academic Achievement, Teacher Influence, Merit Pay
Wellington, Alison; Chiang, Hanley; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Burkander, Paul – National Center for Education Evaluation and Regional Assistance, 2016
Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of…
Descriptors: Teacher Effectiveness, Academic Achievement, Teacher Influence, Merit Pay
Wellington, Alison; Chiang, Hanley; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Burkander, Paul – National Center for Education Evaluation and Regional Assistance, 2016
Research indicates that effective teachers are critical to raising student achievement. However, there is little evidence about the best ways to improve teacher effectiveness, or how schools that serve the students most in need can attract and retain effective teachers. Traditional salary schedules, which pay teachers based on their years of…
Descriptors: Teacher Effectiveness, Academic Achievement, Teacher Influence, Merit Pay
