Staff

This analysis examines the performance of the U.S. K–12 education system over time, in comparison to other nations, and at different levels of organizational structure: states, school districts, and schools. It also reviews performance in terms of four societal outcomes: effectiveness, equity, efficiency, and participation.

This book is compiled from the proceedings of the sixth summit entitled “Performance Feedback: Using Data to Improve Educator Performance.” The 2011 summit topic was selected to help answer the following question: What basic practice has the potential for the greatest impact on changing the behavior of students, teachers, and school administrative personnel?

This paper examines the history, impact, and future of school reform in the context of empirical data, scientific research, and policy initiatives.

Examined relationships between and among teachers' and students' sense of efficacy, thinking skills, and student achievement.  Teachers were interviewed at the beginning and end of the year. Relationships among student thinking, efficacy, and achievement were clearly demonstrated.

Districts usually implement principal performance pay systems at the urging of state policymakers or as part of grant-funded efforts. This briefing summarizes research about the efficacy of district approaches, describes state laws in place and offers three considerations for state policymaking.

The study investigated the impact of organizational and personality factors on three facets of burnout—Emotional Exhaustion, Depersonalization, and reduced Personal Accomplishment within one conceptual framework. 

This study investigated inner-city middle school teachers' perceptions of the importance of time in learning and sharing information. The survey identified ways that teachers shared what they had learned and discussed factors that helped or hindered them in sharing. Teacher interviews examined: knowledge, skills, and insights gained by participating in the EELC.

A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.

This guide identifies practices that can improve the performance of chronically low-performing schools--a process commonly referred to as creating "turnaround schools." The four recommendations in this guide work together to help failing schools make adequate yearly progress. 

The authors highlight an under-appreciated weakness of that approach-he imprecision of school-level test score means -- and propose a method for a better discerning signal from noise in annual school report cards. 

This analysis examines the performance of the U.S. K–12 education system over time, in comparison to other nations, and at different levels of organizational structure: states, school districts, and schools. It also reviews performance in terms of four societal outcomes: effectiveness, equity, efficiency, and participation.

The seven guiding principles in this manuscript offer research-based directions for literacy coaching.

The National Center for Education Evaluation, a division of the Institute of Education Sciences has released a new research brief that evaluated two strategies for improving educator effectiveness as measured by improvements in student outcomes.  

We highlight some of the key discoveries and developments in the area of team performance over the past 50 years, especially as reflected in the pages of Human Factors. Teams increasingly have become a way of life in many organizations, and research has kept up with the pace.

If teachers are to have a significant impact on student learning it is necessary for them to be well trained and prepared for the role of teacher.  This report examined the effectiveness of the National Board for Professional Teaching Standards (NBPTS) and My TeachingPartner Pre-K.  The NBPTS is a professional certification program for teachers that have taught at least three years and can meet the NBPTS standards.  My TeachingPartner Pre-K incorporates multiple media and coaching to prepare early education teachers.  The results of the What Works Clearinghouse review of NBPTS is that it had mixed effects in mathematics in grades 3-8 and no discernable effect on English language arts achievement.  There were no studies that met WWC standards for review so no judgment can be made about its effectiveness.  The results of this review highlight the necessity of evaluating the effectiveness of teacher training programs.  The stakes are very high for the students and families being served by teachers and nationally very large amount of money is spent on training teachers.  It would be nice to know which approaches to teacher professional development are effective and which have no beneficial effect.