Search Results: (16-30 of 136 records)
|REL 2018274||The Texas Teacher Evaluation and Support System rubric: Properties and association with school characteristics
The purpose of this study was to examine the data from the 2014/15 pilot implementation of the Texas Teacher Evaluation and Support System (T-TESS) in order to understand certain properties of the T-TESS rubric, which consists of 16 dimensions classified within 4 domains of teacher effectiveness. The dataset included over 8000 teachers across 251 schools and 51 districts that participated in the pilot. Descriptive statistics were reviewed to assess the extent to which the T-TESS rubric ratings differentiate teacher effectiveness. Correlational analysis was performed to determine the internal consistency of the rubric. Uniqueness values, which resulted from a factor analysis of T-TESS’s 16 dimensions, were examined to determine whether each dimension makes some unique contribution. Lastly, regression analysis was conducted to explore the relationships between T-TESS performance ratings and school characteristics. Results indicate that in the 2014/15 pilot of T-TESS, 1.6 percent of teachers were rated as improvement needed, 24.9 percent as developing, 68.3 percent as proficient, 3.7 percent as accomplished, and 1.5 percent as distinguished based on the T-TESS rubric for teacher effectiveness. The T-TESS rubric is internally consistent at both the domain and dimension levels. All dimension-to-dimension within domains and domain-to-domain correlations are positive, suggesting that none of the domains or dimensions stand out as unrelated or contradictory to the rest of the system. Findings also suggest that the T-TESS rubric is efficient. None of the domains or dimensions are clearly redundant, as supported by findings that no correlation is close to one. In addition, an analysis of uniqueness reveals that each dimension makes some unique contribution. Although statistically significant relationships are found between observation ratings and school characteristics, the combination of observed student and school characteristics explains, at most, approximately 8 percent of the variation in overall observation ratings for high schools, and explains even less for elementary and middle schools. One area for future research is the validation of the ratings with other measures of teacher effectiveness, such as student growth. However, the validity of a teacher evaluation system itself may not necessarily translate into improvements in teacher effectiveness or into long-term outcomes, such as teacher retention and greater student achievement. Therefore, further research could explore whether the implementation of such systems do in fact relate to the more distal measures.
|REL 2017273||Opportunities for teacher professional development in Oklahoma rural and nonrural schools
The purpose of this study was to fill the gap in statewide information about teacher professional development opportunities in Oklahoma and compare the opportunities in rural and nonrural schools. The Regional Educational Laboratory Southwest, along with members of the Oklahoma Rural Schools Research Alliance, developed a survey that measured how professional development is structured, how it is planned, and what supports and barriers teachers may face in accessing professional development. The sampling frame was obtained from the website of the Oklahoma State Department of Education. Principals from 1,609 public elementary and secondary schools in Oklahoma were invited to participate in the online universe survey. The Office of Educational Quality and Accountability administered the survey in spring 2016, and 51.3 percent of the principals completed the survey. A nonresponse bias analysis was conducted, and nonresponse weights were created. All the results were adjusted by the nonresponse weights. In the descriptive results, Oklahoma schools are divided into rural versus nonrural schools using the urban-centric locale classification in the 2013/14 Common Core Data. The results report differences between rural and nonrural schools if they are significant at the p < .05 level based on a t-test and if the difference is at least 5 percentage points. Results indicate that the majority of rural schools in Oklahoma offer multiple types of professional development structures for teachers, such as conferences and workshops. However, rural schools offer fewer types than do nonrural schools. The biggest barrier that keeps both rural and nonrural teachers from attending any type of professional development is scheduling conflicts with other school or professional activities, and the barrier is more prevalent for rural teachers. The findings of this study show that rural schools provide a substantial amount of support for their teachers’ professional development, but the support is less likely in rural schools than in nonrural schools to be provided by peers (e.g., common planning and collaboration time, teacher-led coaching and mentoring, and collaborative learning). Rural schools could look for ways to increase collaborative learning between teachers so that teachers can support and mentor each other. Taking greater advantage of online resources could help rural schools supplement local, in-person professional development.
|WWC IRTTEC675||TNTP Teaching Fellows
This What Works Clearinghouse (WWC) intervention report in the Teacher Training, Evaluation, and Compensation topic area summarizes the research on TNTP Teaching Fellows teachers and their impacts on academic achievement. TNTP Teaching Fellows is a highly selective route to teacher certification that aims to prepare people to teach in high-need public schools. The program recruits professionals seeking to change careers and recent college graduates who are not certified teachers.
After reviewing the available research, the WWC found one study of TNTP Teaching Fellows teachers and their impacts on academic achievement that meets WWC group design standards. The study included 4,116 middle and high school students in nine school districts in eight states. Based on this study, the WWC found that TNTP Teaching Fellows teachers have no discernible effects on the mathematics achievement of middle and high school students.
|NCES 2017092||A Quarter Century of Changes in the Elementary and Secondary Teaching Force: From 1987 to 2012
This report looks at changes in several key characteristics of the teaching force between the 1987-88 and 2011-12 school years, including the number of teachers, the level of teaching experience, and the racial/ethnic diversity of the teaching force. The report focuses on how these demographic changes varied across different types of teachers and schools.
Among the findings about changes in the teacher workforce over this 25 year period:
This report utilizes data from the Schools and Staffing Survey (SASS), a large-scale sample survey of elementary and secondary teachers and schools in the United States. SASS has been conducted seven times—in school years 1987-88, 1990-91, 1993-94, 1999-2000, 2003-04, 2007-08, and 2011-12.
|NCES 2017056||Certification Status and Experience of U.S. Public School Teachers: Variations Across Student Subgroups
This report provides a snapshot of the extent to which U.S. public schools students are taught by certified and experienced teachers using two available datasets. The Schools and Staffing Survey (SASS) provides a comprehensive picture, as it includes teachers of K–12 students in all subjects and the National Assessment of Educational Progress (NAEP) provides a picture specific to grades 4 and 8. In addition, NAEP data are directly related to teachers of two key subjects: reading and mathematics. SASS data are available for the 2011–12 school year and NAEP data are available for 2013 and 2015.
|REL 2017215||Stated Briefly: Teacher demographics and
evaluation: A descriptive study in a large urban district
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This descriptive study analyzed teacher characteristics, such as age, race, and gender and teachers' evaluation outcomes in a large, urban district in the Northeast. Descriptive analyses of frequencies were conducted to examine the characteristics, summative performance ratings, and improvement on ratings over time for approximately 3,000 teachers in each year (2012/13, 2013/14, and 2014/15). Results indicate that a disproportionate percentage of teachers age 50 and older, black teachers, and male teachers were rated below proficient compared to their representation in the total population of teachers. Examining the data over three years revealed that while the percentage of older teachers, black teachers, and male teachers who received below proficient ratings decreased over time in some cases, the gaps between their ratings and the ratings of their younger, white, and female counterparts persisted. Moreover, these analyses revealed that the percentage of teachers who improved their ratings during all three year-to-year comparisons did not vary by teacher characteristics, that is, by race, age, or gender. These results suggest that there are meaningful differences in teachers' evaluation outcomes by age, race, and gender, and that these differences have persisted over time. Therefore, the district may want to consider what programs or policies aimed specifically at these teachers and their evaluators may increase their chances for improvement and reduce the gaps. In addition, longitudinal research is needed to examine whether these patterns continue to persist over time or whether district-level interventions and supports might reduce the gaps or otherwise address the disproportionate below proficient ratings among teachers in certain groups.
|NCES 2016014||Digest of Education Statistics, 2015
The 51st in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|NCEE 20174010||Does Content-Focused Teacher Professional Development Work? Findings from Three Institute of Education Sciences Studies
Subject knowledge is widely viewed as important for teaching, and professional development (PD) often aims to build such knowledge. This brief synthesizes findings from three large-scale random assignment studies of PD that were conducted by the National Center for Education Evaluation and Regional Assistance in the Institute of Education Sciences. Although the PD programs in each study were different, they all emphasized building teachers' content knowledge or knowledge about content-specific pedagogy. The programs combined summer institutes with periodic teacher meetings and coaching during the school year. These programs were compared to the substantially less intensive PD that teachers typically received in study districts. The studies found that the PD boosted teachers' subject knowledge and some aspects of instructional quality, but did not have a positive impact on student achievement. The studies also found that most of the measured aspects of teachers' knowledge and practice were not correlated with student achievement. This consistent pattern of findings suggests that future studies should seek to better understand on what aspects of teacher knowledge and practice PD should focus, and how PD can achieve a larger impact on this knowledge and practice.
|NCEE 20174008||Do Low-Income Students Have Equal Access to Effective Teachers? Evidence from 26 Districts
This report examines whether low-income students are taught by less effective teachers than high-income students and if so, whether reducing this inequity would close the student achievement gap. It also describes how the hiring of teachers and their subsequent movement into and out of schools could affect low-income students' access to effective teachers. The study includes fourth- to eighth-grade teachers over five school years (2008-2009 to 2012-2013) in 26 school districts across the country. Teacher effectiveness is measured using a statistical approach that estimates a teacher's contribution to student learning controlling for students' prior achievement and other characteristics. The study found small inequities in teacher effectiveness between low- and high-income students. However, in a small subset of districts, there is meaningful inequity in access to effective teachers in math where providing equal access to effective teachers over a five year period would reduce the math achievement gap by at least a tenth of a standard deviation of student achievement, the equivalent of about 4 percentile points. The report also finds patterns of teacher hiring and transfers that are consistent with small inequities in teacher effectiveness while teacher attrition is not.
|REL 2017189||Teacher demographics and evaluation: A descriptive study in a large urban district
This descriptive study analyzed teacher characteristics, such as age, race, and gender and teachers' evaluation outcomes in a large, urban district in the Northeast. Descriptive analyses of frequencies were conducted to examine the characteristics, summative performance ratings, and improvement on ratings over time for approximately 3,000 teachers in each year (2012/13, 2013/14, and 2014/15). Results indicate that a disproportionate percentage of teachers age 50 and older, black teachers, and male teachers were rated below proficient compared to their representation in the total population of teachers. Examining the data over three years revealed that while the percentage of older teachers, black teachers, and male teachers who received below proficient ratings decreased over time in some cases, the gaps between their ratings and the ratings of their younger, white, and female counterparts persisted. Moreover, these analyses revealed that the percentage of teachers who improved their ratings during all three year-to-year comparisons did not vary by teacher characteristics, that is, by race, age, or gender. These results suggest that there are meaningful differences in teachers' evaluation outcomes by age, race, and gender, and that these differences have persisted over time. Therefore, the district may want to consider what programs or policies aimed specifically at these teachers and their evaluators may increase their chances for improvement and reduce the gaps. In addition, longitudinal research is needed to examine whether these patterns continue to persist over time or whether district-level interventions and supports might reduce the gaps or otherwise address the disproportionate below proficient ratings among teachers in certain groups.
|NCES 2016876||Sources of Newly Hired Teachers in the United States:
Results from the Schools and Staffing Survey, 1987–88 to 2011–12
This Statistical Analysis Report examines changes in the sources of newly hired teachers at public and private schools between 1987-88 and 2011-12. The study is based on data from four administrations of the Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States.
|WWC IRTFA663||Teach For America Intervention Report
Teach For America (TFA) is a program that places new teachers in schools in low-income communities. The WWC reviewed the research on teachers trained through TFA and their impacts on the academic achievement of students in grades pre-K-12, and found that TFA teachers have positive effects on mathematics achievement, potentially positive effects on science achievement, and no discernible effects on social studies achievement and English language arts achievement.
|NCES 2016011||Mobile Digest of Education Statistics. 2014
This publication is a mobile compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2014.
|REL 2016145||Understanding field experiences in traditional teacher preparation programs in Missouri
The purpose of this study was to describe the characteristics of field experiences in traditional teacher preparation programs completed by first-year teachers in Missouri and how experiences vary by teaching certificate type. This descriptive study is based on data from a survey administered in early 2015 to first-year teachers in Missouri public schools who completed traditional teacher preparation programs. Findings show that first-year teachers had field experiences that varied substantially in duration and diversity and that experiences varied for teachers with different types of teaching certificates. Most first-year teachers reported that their student teaching experiences aligned with their career teaching plans and first teaching assignments. Perceptions of the quality of resources and support in field experience schools were generally positive and first-year teachers reported frequent professional collaboration. Parent and community interaction during field experiences was less frequent. Observation and feedback activities during field experiences were frequent and first-year teachers engaged in a variety of instructional activities. Findings suggest that state and program administrators in Missouri and elsewhere may wish to monitor field experiences closely to ensure that expectations are met. Survey data suggest potential areas of focus including interaction with parents and community during field experiences; selection, training, and expectations of teacher candidate mentors; connections between course pedagogy to field experiences; and collaboration between teacher preparation programs and preK–12 schools. The survey developed for this study provides a data collection tool that can be adopted or adapted by state and teacher preparation program administrators and used as part of a system for monitoring program implementation. Detailed information about the implementation of teacher preparation programs may be used in future research on aspects of teacher preparation that are associated with more positive outcomes for program completers and their preK–12 students.
|NCES 2016641||K–12 Teaching Experience Among 2007–08 College Graduates: 2012
Using data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), these Web Tables show the proportion of 2007–08 college graduates who had taught or prepared for teaching or were considering teaching in 2012. The tables address the factors influencing graduates’ decisions to teach, the types of schools in which they taught, subjects taught, and their satisfaction with teaching. In each table, the estimates are presented separately for groups of graduates who differed on such characteristics as sex, race and ethnicity, age, undergraduate major field of study, cumulative undergraduate grade point average, bachelor’s degree institution level and control, highest degree attained, preparation or certification to teach, and teaching experiences. For graduates who taught after graduation but were not teaching in 2012, the tables include information on the reasons that graduates left teaching.