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Full-Text Articles in Education

Nepc Review: Making A Difference: Six Places Where Teacher Evaluation Systems Are Getting Results (National Council On Teacher Quality, October 2018), Amy N. Farley, Leah Chamberlain Dec 2018

Nepc Review: Making A Difference: Six Places Where Teacher Evaluation Systems Are Getting Results (National Council On Teacher Quality, October 2018), Amy N. Farley, Leah Chamberlain

National Education Policy Center

A report from the National Council on Teacher Quality (NCTQ) highlights six teacher evaluation systems claimed to be “yielding substantial benefits.” This comes at the end of a decade when reformed teacher evaluation systems that link teacher performance to measures of student growth have been at the center of educational debate. Disagreements range from the theoretical (e.g., is teacher quality fundamentally related to inequalities in student outcomes?) to technical (e.g., which measures should be included and how should they be defined?) to practical (e.g., how should ratings be used for personnel decisions?). Overall, the research regarding teacher ...


Nepc Review: Making A Difference: Six Places Where Teacher Evaluation Systems Are Getting Results (National Council On Teacher Quality, October 2018), Amy N. Farley, Leah Chamberlain Dec 2018

Nepc Review: Making A Difference: Six Places Where Teacher Evaluation Systems Are Getting Results (National Council On Teacher Quality, October 2018), Amy N. Farley, Leah Chamberlain

National Education Policy Center

A report from the National Council on Teacher Quality (NCTQ) highlights six teacher evaluation systems claimed to be “yielding substantial benefits.” This comes at the end of a decade when reformed teacher evaluation systems that link teacher performance to measures of student growth have been at the center of educational debate. Disagreements range from the theoretical (e.g., is teacher quality fundamentally related to inequalities in student outcomes?) to technical (e.g., which measures should be included and how should they be defined?) to practical (e.g., how should ratings be used for personnel decisions?). Overall, the research regarding teacher ...


Nepc Review: Everything You Know About State Education Rankings Is Wrong (Reason Foundation, November 2018) And Fixing The Currently Biased State K-12 Education Rankings (University Of Texas, September 2018), Bruce D. Baker Nov 2018

Nepc Review: Everything You Know About State Education Rankings Is Wrong (Reason Foundation, November 2018) And Fixing The Currently Biased State K-12 Education Rankings (University Of Texas, September 2018), Bruce D. Baker

National Education Policy Center

The libertarian Reason Foundation recently published a policy brief that offers an alternative ranking of states’ education systems. The brief is based on a working paper from the Department of Finance and Managerial Economics at the University of Texas at Dallas (UTD). These two reports begin with the presumption that high average test scores combined with lower school spending should be the basis for state rankings, which are reasonable premises, depending upon how the analyses are approached. But the reports then head off the rails. Offering a ‘corrected’ representation of student outcomes and a crude analysis asserting that spending has ...


Nepc Review: Is Public Schooling A Public Good? An Analysis Of Schooling Externalities (Cato Institute, May 2018), Doris A. Santoro Jun 2018

Nepc Review: Is Public Schooling A Public Good? An Analysis Of Schooling Externalities (Cato Institute, May 2018), Doris A. Santoro

National Education Policy Center

A report from the Cato Institute opens with Horace Mann’s well-known conviction that public schools are the bedrock of a democratic society – a public good that should be made available to all. Yet the report, Is Public Schooling a Public Good? An Analysis of Schooling Externalities, improperly conflates the civic and economic definitions of a public good. Although the report begins with Mann’s vision of the role of public schools as building a better society, it then misleadingly shifts the analysis to the economic value of public schools as a market-based “good” like steel or corn. The report ...


State-Level Assessments And Teacher Evaluation Systems After The Passage Of The Every Student Succeeds Act: Some Steps In The Right Direction, Kevin Close, Audrey Amrein-Beardsley, Clarin Collins Jun 2018

State-Level Assessments And Teacher Evaluation Systems After The Passage Of The Every Student Succeeds Act: Some Steps In The Right Direction, Kevin Close, Audrey Amrein-Beardsley, Clarin Collins

National Education Policy Center

Federally mandated standardized testing (i.e., in core subject areas and certain grade levels), as an element of educational accountability, began in 2002 with the No Child Left Behind Act. With that step, large-scale assessments came to serve as one of the foundations of accountability-based systems and policies not only for districts, schools and students, but for teachers as well.

Yet, as a result of identified weaknesses of such practices, especially at the student and teacher levels, Congress passed the 2015 Every Student Succeeds Act (ESSA). The new law reduced federal oversight and gave states more control over their state ...


Nepc Review: 2018 State Teacher Policy Best Practices Guide (National Council On Teacher Quality, March 2018), Marilyn Cochran-Smith, Elizabeth Stringer Keefe, Wen-Chia Chang, Molly Cummings Carney May 2018

Nepc Review: 2018 State Teacher Policy Best Practices Guide (National Council On Teacher Quality, March 2018), Marilyn Cochran-Smith, Elizabeth Stringer Keefe, Wen-Chia Chang, Molly Cummings Carney

National Education Policy Center

A report from NCTQ begins with nine goals purportedly based on the “best available research evidence” about teacher quality. Yet neither this report nor its companion, which describes the original development of the goals, cites any research evidence. The report also uses the terms “teacher quality” and “teacher effectiveness” (on raising test scores) interchangeably. The report assumes reader buy-in to its goals, to its focus on test scores, and to its assumption that “great teachers” have an “outsize impact” on students’ learning and lives. Grounded in these assumptions, the report highlights examples of “leading state work” in 37 policy areas ...