Roddy Theobald
About
Roddy Theobald is the Deputy Director of the National Center for Analysis for Longitudinal Data in Education Research (CALDER) and a Principal Researcher at American Institutes for Research. He received his PhD in Statistics from the University of Washington in 2015, and previously worked as a Research Assistant at the Center for Education Data and Research at the University of Washington and as a 7th-grade math teacher at Westlake Middle School in the Oakland (CA) Unified School District as a Teach For America corps member. His ongoing projects investigate teacher education, licensing, and effectiveness in Massachusetts, Pennsylvania, and Washington, with a particular focus on teacher labor markets for special education and career and technical education (CTE) teachers.
Associated IES Content
About
2023 About Page - About IES, NCER, NCSER and Co-Chairs
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
The Special Educator Workforce: A Research Collaborative
The purpose of the Special Educator Workforce: A Research Collaborative (SPARC) is to help address long-standing challenges related to the composition, distribution, stability, and effectiveness of the special education teacher workforce. SPARC will conduct a cohesive, mixed-methods program of research using state longitudinal data systems (SLDS) and qualitative data to explore factors shaping these challenges (state, district, and school contexts; teacher preparation; and state and di...
Federal funding program:
Award number:
R324C240002
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 Teacher Labor Markets, Attributes, and Student Outcomes
The purpose of this exploration project is to better understand the landscape of career and technical education (CTE) teachers and the relationship of CTE teacher characteristics to student outcomes. Much is known about the role teachers play in student learning for core subjects and about the challenges districts face in recruiting and retaining teachers. Yet when it comes to CTE, there is little to no information about which CTE pathways have the most teachers with industry experience, whe...
Federal funding program:
Award number:
R305A220172
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
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
The Teacher Pipeline in Massachusetts: Connecting Pre-service Performance Measures to In-service Teacher Outcomes
As part of its efforts to develop its teaching workforce, the Massachusetts Department of Elementary and Secondary Education (ESE) has teacher evaluation systems that span the entire teacher pipeline. These include surveys of supervising practitioners and teacher candidates during the preservice clinical internship; a new practice-based preparation program completion assessment (the Candidate Assessment of Practice, or CAP); surveys of first-year teachers and their principals; and the state'...
Federal funding program:
Award number:
R305H170025
Grant
The Special Education Teacher Pipeline in Washington State: A Comprehensive Analysis of Preservice Predictors of Special Education Teacher Career Paths and Effectiveness
The purpose of this study is to investigate relations between preservice teacher education experiences, special education teacher workforce entry and retention, and student education outcomes. An emerging literature suggests that preservice teacher experiences-specifically student teaching, coursework, and the match between student teaching experiences and early-career experiences-can have important implications for teachers' career paths and effectiveness. Despite increased attention to the...
Federal funding program:
Award number:
R324A170016
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
organization
American Institutes for Research (AIR)
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