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|NCEE 20124051||Moving Teachers: Implementation of Transfer Incentives in Seven Districts
A new report describes implementation and intermediate impacts of an intervention designed to provide incentives to induce a school district's highest-performing teachers to work in its lowest-achieving schools. The report, "Moving Teachers: Implementation of Transfer Incentives in Seven Districts," uses random assignment within each district to form two equivalent groups of classrooms at the same grade level ("teacher teams"), a treatment group that had the chance to participate in the intervention and a control group that did not. Analyses include 90 vacancy pairs and 86 schools in the 7 study districts.
Data for this report were collected on program implementation and teacher- and principal-reported behaviors and perceptions.
|REL 2012122||Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States
This report on professional teaching standards in the Central Region examines what K-8 general education teachers are expected to know and be able to do in order to teach English language learner students. It reviews the standards for coverage of six topics that the research literature suggests are important for improving student achievement.
|NCES 2012003||TIMSS 1999 Video Study of eighth-grade mathematics and science teaching restricted-use database and videos
The TIMSS 1999 Video Study focused on eighth-grade mathematics and science teaching in seven countries, including the United States. The data collected from the study are now available under a restricted-use license.
The database includes:
|NCEE 20114016||NCEE Evaluation Brief: Do Low-Income Students have Equal Access to the Highest-Performing Teachers?
Analyses using data from ten selected districts describes the prevalence of teachers ranked in the top 20 percent (highest-performing teachers). The overall patterns indicate that low-income students have unequal access, on average, to the districts’ highest-performing teachers at the middle school level but not at the elementary level. Within the ten districts studied, some have an under-representation of the highest-performing teachers in high-poverty elementary and middle schools. However, other districts have such under-representation only at the middle school level, and one district has a disproportionate share of the district’s highest-performing teachers in its high-poverty elementary schools.
These analyses were conducted as part of the implementation of an impact evaluation (Impact Evaluation Of Moving High-Performing Teachers to Low-Performing Schools) carried out by Mathematica Policy Research for the National Center for Education Evaluation and Regional Assistance within the Institute of Education Sciences. The analyses are in support of NCEE’s work to advance our understanding of teacher quality and strategies to improve it. The districts that are the subject of this evaluation brief include eight of the ten districts currently participating in the impact evaluation and two additional districts. The impact evaluation is looking at using monetary incentives to attract higher-performing teachers into low-achieving schools. For both this evaluation brief and the impact study, the highest-performing teachers in the tested grades and subjects within school districts are identified by conducting value-added analyses using student test scores. In the impact study, teachers are offered a series of bonus payments totaling up to $20,000 over two years for transferring into and remaining in targeted low-achieving schools within their district. A report from the first year of data collection from the impact evaluation is expected in 2012.
|WWC QRTLIC09||WWC Quick Review of the Report "Impacts of Comprehensive Teacher Induction:
Results from the First Year of a Randomized Controlled Study"
The study examined the effects of comprehensive teacher induction (CTI) programs on teacher outcomes and student achievement.
|NCES 2005095||The Condition of Education in Brief 2005
The Condition of Education 2005 in Brief contains a summary of 19 of the 40 indicators in The Condition of Education 2005. The topics covered include: public and private enrollment in elementary/secondary education, the racial/ethnic distribution of public school students, students' gains in reading and mathematics achievement through 3rd grade, trends in student achievement from the National Assessment of Education Progress in reading and mathematics, international comparisons of mathematics literacy, annual earnings of young adults by education and race/ethnicity, status dropout rates, immediate transition to college, availability of advanced courses in high school, inclusion of students with disabilities in regular classrooms, school violence and safety, faculty salary and total compensation, early development of children, expenditures per student in elementary and secondary education, and public effort to fund postsecondary education.
|NCES 2004076||The Condition of Education in Brief 2004
The Condition of Education 2004 in Brief, contains a summary of 19 of the 38 indicators in The Condition of Education 2004. The topics covered include: trends in full- and half-day kindergarten enrollments, the concentration of enrollment by race/ethnicity and poverty, students' gains in reading and mathematics achievement through 3rd grade, trends in student achievement from the National Assessment of Education Progress in reading, writing, and mathematics, the percentage of youth neither enrolled or working, event dropout rates, degrees earned by women, trends in science and mathematics coursetaking, out-of-field teaching by school poverty, parental choice of schools, remedial coursetaking in postsecondary education, distance education in postsecondary education, expenditures per student in elementary and secondary education, and the financial aid awarded to students by postsecondary institutions.
|NCES 97910||Teachers' Sense of Community: How Do Public and Private Schools Compare? (Issue Brief)
Do public and private school teachers differ in the sense of community they perceive at work? Is the sense of community experienced by teachers at work more pronounced in private school settings? Data from the Schools and Staffing Survey (SASS), conducted by the National Center for Education Statistics (NCES), are used to explore these questions.
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