|Title:||National Center for Analysis of Longitudinal Data in Education Research (CALDER)|
|Principal Investigator:||Hannaway, Jane||Grantee:||American Institutes for Research|
|Program:||National Research and Development Centers [Program Details]|
|Award Period:||5 years (7/1/2012–6/30/2017)||Award Amount:||$10,000,000|
|Goal:||R&D Center||Award Number:||R305C120008|
Topic: State and Local Education Policy
Purpose: Since 2006, the National Center for Analysis of Longitudinal Data in Education Research (CALDER) has conducted a focused program of research on current State or district education policies intended to improve student achievement and other education outcomes (e.g., high school graduation rates) in any grades from prekindergarten through Grade 12.
In this new award, the primary research focus of CALDER will continue to be on State and district education personnel policy issues and their relationship to student outcomes. In addition, CALDER will examine two other issues addressed by State and district policy: turning around low-performing schools and college/career ready outcomes for secondary school students. CALDER's work will draw on longitudinal administration data from six states (Florida, Missouri, New York, North Carolina, Texas and Washington) and the District of Columbia. These datasets follow students over multiple years and link them to data on their teachers, schools, and programs.
CALDER is housed at the American Institutes for Research and operated in collaboration with partners at Duke University, Northwestern University, Stanford University, University of Missouri-Columbia, University of Texas at Dallas, and the University of Washington.
CALDER's work is organized around six research topics. Multiple studies are to be done under each topic and many of these are to be planned and carried out in conjunction with the collaborating States/districts as they establish and implement new policies and programs.
Research Topic 1: The contribution of personnel policies (e.g., preparation, recruitment, induction, incentives, supports) to teacher and student outcomes
Research Topic 2: The extent to which teacher value-added estimates are correlated with other measures of teacher performance (e.g., classroom observations) and with subsequent student outcomes (e.g., grade progression, graduation, college enrollment)
Research Topic 3: The distribution and mobility patterns among teachers and principals (especially high-quality ones) and the influence of financial and non-financial factors on these patterns
Research Topic 4: Teacher exit through retirement and layoffs and the links to teacher quality
Research Topic 5: Improving and transforming low-performing schools
Research Topic 6: The policies and practices that affect students' college readiness and the advantages and disadvantages of different measures and predictors of college readiness
Key Personnel: Jane Hannaway (American Institutes for Research), David Figlio (Northwestern University), Helen Ladd (Duke University), Susanna Loeb (Stanford University), Rodney Andrews (University of Texas at Dallas), Dan Goldhaber (University of Washington-Bothell), Tim Sass (Florida State University), Michael Podgursky (University of Missouri-Columbia), Cory Koedel (University of Missouri), Charles Clotfelter (Duke University), Jacob Vigdor (Duke University), James Wyckoff (University of Virginia), Erik Hanushek (Stanford University), Steve Rivkin (University of Texas at Dallas), and Clara Muschkin (Duke University)Center website: http://www.caldercenter.org/