This study advances our understanding of the relationships among the different elements of a teacher evaluation model and its usefulness in predicting student learning. Important questions arise about teacher evaluation systems, including (a) the magnitude of correlations among the sources of evidence used for identifying teacher effectiveness and…

School districts and states across the Regional Educational Laboratory Mid-Atlantic Region and the country as a whole have been modifying their teacher evaluation systems to identify more effective and less effective teachers and provide better feedback to improve instructional practice. The new systems typically include components related to…

Researchers at NIET [National Institute for Excellence in Teaching] and elsewhere have studied the effectiveness of TAP™: The System for Teacher and Student Advancement in raising student achievement, improving the quality of instruction, and increasing the ability of high-need schools to recruit, retain and support effective teachers. This…

Policymakers appear increasingly inclined to utilize measures of student achievement, often state assessment results, to inform high-stakes teacher personnel decisions. This has been spurred on by the federal government's Teacher Incentive Fund (TIF) and Race to the Top (RttT) grant programs, each of which urge states and localities to tie teacher…

The use of video lectures in distance learning involves the two major problems of searchability and active user participation. In this paper, we promote the implementation and usage of a collaborative educational video annotation functionality to overcome these two challenges. Different use cases and requirements, as well as details of the…

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…

Recent efforts to change the teaching profession and teacher preparation include a number of innovations to use portfolio assessment, value added measures (VAM), accountability metrics and other corporate education reform ideas. These approaches may provoke considerable potential legal consequences. Traditional constitutional and civil rights…

Researchers at NIET [National Institute for Excellence in Teaching] and elsewhere continue to investigate the impact of TAP™: The System for Teacher and Student Advancement. This document summarizes three new studies and several new findings showcasing TAP's effectiveness at significantly raising student achievement, improving the quality of…

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'…

Federal and state guidelines for school reform dominate the landscape of public education. Florida and its school districts, as a Race to the Top state, are in the process of fully implementing a value-added model of teacher evaluation. Effective school leaders are calling upon the theoretical framework of transformational, visionary and…

The Academic Performance Index (API) is the centerpiece of California's state assessment and accountability system. With the recent passage of SB1458 and the pending reauthorization of both state and federal accountability legislation, there is now an unprecedented opportunity to improve the API for next generation accountability in California. In…

This report presents findings from Phase 2 of a three-year teacher evaluation pilot conducted by the Pennsylvania Department of Education. Principals evaluated the teaching practices of teachers using The Framework for Teaching, a rubric that includes 22 components grouped into four broad teaching practice domains: (1) planning and preparation,…

This publication describes new ways that States redesigning their educator effectiveness systems are measuring growth in student achievement, including value-added models and student learning objectives. The publication concludes with a brief discussion of communicating the results of student growth measures, such as monitoring correlations…

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,…

This study compared five value-added models and illustrated the impact of model choice on the estimates of teacher effectiveness. The five models covered a broad range of technical procedures, some very simplistic and others very sophisticated. The five value-added models were applied to a common data set to generate teacher-effectiveness measures…