Dan Goldhaber
Associated IES Content
Grant
Assessing the Potential of Outcomes-Based Licensure Test Standards
Researchers propose a framework for informing revisions to state licensure testing requirements, which researchers refer to as outcomes-based licensure test standards. Researchers plan to link domain-level test information for individual teacher candidates from the Massachusetts Tests for Educator Licensure (MTEL) to various measures of teaching effectiveness in Massachusetts. This will allow researchers to test how different domains of content knowledge predict teacher and student outcomes...
Federal funding program:
Award number:
R305A220058
Grant
CTE Teachers and Long-Term Outcomes for Students With Disabilities
The purpose of the proposed research is to provide a first look at career and technical education (CTE) teacher effectiveness for students with disabilities (SWD). We measure effectiveness based on estimates of teacher effects on various non-test and long-run student outcomes (e.g.postsecondary enrollment, employment), and we also assess whether effectiveness varies according to teachers' licensure, pathway into teaching (e.g. traditional vs alternative), and prior work experiences. This is ...
Federal funding program:
Award number:
R324A200092
Grant
Predictors of Intermediate and Postsecondary Outcomes for Students with Disabilities
The purpose of this project was to identify malleable factors in public high schools that are predictive of the academic, behavioral, transition, and postsecondary success of students with disabilities. Little empirical attention has been focused on the factors that influence outcomes for students with disabilities despite a large federal investment in special education services and the evidence that students with disabilities continue to lag behind their peers in terms of college access and...
Federal funding program:
Award number:
R324A150137
Grant
Exploring Washington's College Bound Scholarship Program: Sign-Up Decisions and the Relationship between Program Eligibility and Performance, Incarceration, College Going, and Persistence
This project will address the income gap in college admission and completion by exploring Washington State's College Bound Scholarship Program, a program designed to improve college attainment for low-income Washington students. The Washington College Bound Scholarship Program (WSP) is a pledge-based scholarship program designed to help low-income students get on a path toward college and provide them resources to make college affordable. The WSP-and similar promise scholarship programs-diff...
Federal funding program:
Award number:
R305A140697
Grant
CALDER Recruitment & Retention (CALDER-R&R)
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...
Federal funding program:
Award number:
R305C240007
Grant
An Understudied Topic: School Board Deliberations on How Funds Are Spent
In this project, the researchers will study school boards' deliberations on spending education funds and whether return-on-investment (ROI) training would change financial deliberations of school boards. The ROI training includes 8 hours of virtual modules that cover basic budgeting processes, managing vendor contracts against ROI, as well as cost and outcomes in budget tradeoffs, etc. The ROI training took place during fall or winter of the 2022-23 school year.
Federal funding program:
Award number:
R305U230001
report
Descriptive Study
The Louisiana Believe and Prepare Educator Preparation Reform: Findings from the Pilot and Early Implementation Years
Believe and Prepare is a teacher preparation reform implemented by the Louisiana Department of Education in collaboration with school systems and teacher preparation programs across the state. It was piloted in the 2014/15 school year and became mandatory in July 2018 for incoming teacher candidates in all 18 institutions of higher education that offer traditional teacher preparation programs. The reform focused on competency-based curricula, extended clinical experiences, and rigorous mentor...
Dec 12, 2022
FY2022
FY2022 Single-Session Peer Review Panel
Grant
Assessing Teacher Applicants: What Can be Learned About Inservice Teacher Quality and Retention by Applying AI to Applicant Short-Answer Questions
The importance of teachers to student success is hard to overstate. Improving school's ability to select more effective teachers is an obvious avenue for improving their workforce. This exploration study will contribute to a small but promising recent body of research on teacher selection, which shows that districts have choice amongst applicants, and can obtain information during the application process that is predictive of both teacher effectiveness and retention. One widely used selectio...
Federal funding program:
Award number:
R305A220479
FY2021
FY2021 Single-Session Peer Review Panel
Grant
Shaping Teacher Quality and Student of Color Experience in Massachusetts: Alignment of Preparation and Licensure Systems with Teacher Effects on Student non-Test Outcomes
The purpose of this project is to examine the extent to which Massachusetts' preparation and licensing systems prepare teachers to be effective in improving outcomes for students of color.
Federal funding program:
Award number:
R305S210012
Grant
What is the Value of Apprenticeship for Teachers? Linking Preservice Mentor Quality to Inservice Teacher and Student Outcomes
Student teaching experiences are recognized as the key component of an effective teacher training program and often provide prospective teachers with their first teaching experiences before entering the workforce. Emerging literature suggests that the type and quality of student teaching placements is associated with increased student teacher satisfaction and self-efficacy and future teacher effectiveness. However, there is little empirical evidence linking any characteristics of cooperating...
Federal funding program:
Award number:
R305A180023
Grant
Evaluation of Gifted and Talented Program Practices and Student Outcomes
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...
Federal funding program:
Award number:
R305A180082
Grant
Learning From the Source: Can We Elicit Better Applicant Information Directly From Professional References?
The collection of letters of recommendation from professional references (PRs) is a standard procedure during the teacher selection process in most school districts and enhancements of this process might help a school district to make better hiring decisions. In this study, PRs will be asked to rate teaching applicants relative to their peers on a series of criteria demonstrated to be predictive of positive teacher outcomes and student achievement. Researchers will explore how these ratings ...
Federal funding program:
Award number:
R305A170060
Grant
Applicants at the Doorstep: Improving Hiring Practices through a Better Understanding of the Link Between Applicant Information and Teacher Quality
The primary aims of the partnership were to better understand the relation between applicant data and teacher performance; to determine where hiring processes succeed and fail to identify the best teacher applicants; and finally, to create a foundation from which to develop a future research grant proposal to develop and analyze the effectiveness of new applicant assessment tools.
Federal funding program:
Award number:
R305H130030
Grant
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
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.
Federal funding program:
Award number:
R305C120008
Grant
Estimation of Teacher Effects
year-to-year stability of teacher effects over a nine year period to determine how various measures of teacher performance vary over time, as well as how they vary across different teaching contexts.
Federal funding program:
Award number:
R305U060003
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Center for Analysis of Longitudinal Data in Education Research (CALDER)
Supported by a five-year, $10 million grant from the Institute for Education Sciences at the U.S. Department of Education, CALDER is a federally funded National Research and Development Center. The center will harvest state and district administrative data on individual teachers and students for insights into how state and local policies, especially teacher policies, governance policies, and accountability policies affect teachers (e.g., who teaches what students) and students (e.g., academic a
Federal funding program:
Award number:
R305A060067
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