Search Results: (16-19 of 19 records)
|NCEE 20104028||Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study
The restricted-use file for this study contains data for the 2005-06, 2006-07, and 2007-08 school years, including background information on teachers and mentors, measures of teacher induction support, and student achievement data, as well as classroom observation data collected in spring 2006 and teacher retention data collected through Fall 2008 (the beginning of teachers' fourth year in the classroom).
|NCEE 20104027||Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study
The final report on an impact evaluation of comprehensive induction on beginning teachers compares retention, achievement, and classroom practices of teachers who were offered comprehensive induction services to teachers who were offered the support normally offered by the school.
Teachers assigned to receive comprehensive induction for either one or two years were supported by a full-time mentor who received ongoing training and materials to support the teachers' development. The teachers also were offered monthly professional development sessions and opportunities to observe veteran teachers.
The teachers were followed for three years. Key findings include:
The report, Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study, uses data collected from 1,009 beginning teachers in 418 schools in 17 districts. Districts included in the study were not already offering comprehensive induction services, including paying for full-time mentors.
Novice teachers in approximately half of the schools were assigned by lottery to receive comprehensive induction services. In 10 of the districts, these teachers were provided one year of comprehensive induction services; in the remaining 7 districts, the teachers were provided two years of services. Teachers in the schools not assigned to receive comprehensive induction services were provided the support normally offered to novice teachers by the school.
Teacher practices were measured via classroom observations conducted in the spring of 2006. Data on teacher retention were collected via surveys administered in the fall of 2006, 2007, and 2008. Student test scores were collected from district administrative records for the 2005–06, 2006–07, and 2007–08 school years.
|NCEE 20104018||Evaluation of the Impact of the DC Opportunity Scholarship Program: Final Report
The DC Opportunity Scholarship Program (OSP) is the first federally funded voucher program in the United States, providing scholarships of up to $7,500 for low-income residents of the District of Columbia to send their children to local participating private schools.
The congressionally mandated evaluation of the Program compared the outcomes of about 2,300 eligible applicants randomly assigned to receive or not receive an OSP scholarship through a series of lotteries in 2004 and 2005. This final report finds that the Program had mixed longer-term effects on participating students and their parents, including:
|NCEE 20134004||Evaluation of the DC Opportunity Scholarship Program
For report NCEE 2010-4018 Evaluation of the DC Opportunity Scholarship Program http://ies.ed.gov/ncee/pubs/20104018/index.asp.
The DC Opportunity Scholarship Program is the first federally funded voucher program in the United States. A congressionally-mandated evaluation of the effectiveness of the program was conducted with two cohorts of applicants (spring 2004 and spring 2005) who entered lotteries to determine whether they would receive a private school scholarship. These approximately 23000 students were administered academic assessments and they and their parents, along with DC public and private school principals, were surveyed over four years about their experiences. These data were released along with the final report (http://ies.ed.gov/ncee/pubs/20104018/index.asp).