Benjamin Backes

In this study, the researchers examined the rollout of computer-based tests (CBTs) in Massachusetts to investigate test mode effects on student achievement outcomes.  CBTs have been spreading rapidly as a way to assess student achievement because they have a more flexibility in test item design, access to a large repository of items, and faster turnarounds for score receipt. As of the 2020s, dozens of states administer online exams. Through this project, the researchers aimed to help inform...

CALDER-R&R examines policies addressing teacher shortages and their impact on teachers, student learning, and equity. Two important perspectives undergird the Center's work. First is the understanding that teacher shortages are not a single phenomenon. Instead, they exist in specific subject areas (for example, science and mathematics), among teachers from specific backgrounds (for example, teachers from historically marginalized racial and ethnic backgrounds), in specific schools (for e...

In this study, the researchers aim to develop and validate a new measure to capture teacher effects on student outcomes. Teacher contributions to student growth are used not only in teacher evaluation but also in a range of state policy decisions such as educator preparation program accreditation and approval. However, there are concerns about the extent to which teacher contributions to student test score gains-typically measured by test-based value-added models (TVAMs)-capture teacher full...

Research on how best to meet the needs of gifted and talented (GT) students is limited. In states where gifted programming is mandated, schools implement a wide variety of strategies and instructional approaches to accelerate the standard school curriculum and/or provide enriched learning opportunities for advanced students. This project will use data from Washington State (approximately 1 million students in 300 districts) to examine the association between GT program features, classroom re...