Can Teacher Quality Be Effectively Assessed

posted in: Briefings & Reports |

Can Teacher Quality Be Effectively Assessed? (click here for full article) (Click here to download the PDF of this article) By Dan Goldhaber University of Washington Center for Reinventing Public Education Emily Anthony Urban Institute   Briefing Teachers pay $2,300 to be assessed by the National Board for Professional Teaching Standards (NBPTS). They earn pay increases up to $7,500 per year if successful. To date, NBPTS has certified over 30,000 teachers. Despite widespread reports to the contrary, the … Read More

High and Low Performing New Teachers

Number of High and Low Performing New Teachers from Tennessee’s Public Universities and Teach for America   According to the 2011 Report Card on the Effectiveness of Teacher Training Programs published by the Tennessee Higher Education Commission, teachers trained by Teach for America are significantly more effective than are the graduates of Tennessee’s publicly funded universities. The good news is that all programs are turning out some exceptionally effective teachers but the bad news is that far too … Read More

Effective and Ineffective New Teachers

How Effective are Tennessee’s Teacher Preparation Programs? Tennessee’s Value Added Assessment System has been in place since 1995. It enables users to estimate the success of teachers, schools, and districts in lifting student achievement and it does so in a way that permits statistically fair comparisons. Since 2007, the Tennessee Higher Education Commission has published a report card that uses the TVAAS data to estimate success of Tennessee’s teacher preparation programs in graduating “highly effective” new teachers. Highly … Read More

ECF on Teacher Quality: 2013 and Earlier

Teaching is a highly trained and regulated profession; yet despite all of its rules, standards, enforcement agencies and oversight bodies, the performance of many practicing teachers is so poor as to be detrimental to students.  The reason is that the evaluative process is largely controlled by the profession to suit its own standards—not those of the parents and taxpayers that it serves.  One effect of this self-regulated process is that the public’s priorities are not necessarily those of … Read More

Glossary of Terms and Abbreviations

Glossary of Terms and Abbreviations Used in Tennessee’s Value-Added Assessment Reports   3-Year-Average NCE Gain The average academic gain of the most recent 3 years expressed as an NCE (normal curve equivalent) score. These scores represent the average number of NCE points by which a school exceeds or falls short of the student achievement growth that occurred statewide in 1998-the benchmark year, a.k.a., the Growth Standard. These are the scores on which the Value-Added Achievement Awards are based. … Read More

FAQ’s About the Value-Added Achievement Awards Program

FAQ’s   What is the Value-Added Achievement Awards program? The Value-Added Achievement Awards are annual awards program that recognize Tennessee’s most effective middle and elementary school principals. These are the leaders whose schools have excelled at raising the academic performance of their students. The program is part of the Education Consumers Foundation’s efforts to make education data clear and understandable to education’s consumers. What is value-added assessment? Value-added assessment is a term taken from economics. It refers not … Read More

Value-Added Achievement Awards Initiative

The Value-Added Achievement Awards and School Performance Charts   Introduction Every citizen has a stake in school quality, especially parents. The purpose of these awards is to make school quality visible to all and to give those who are responsible for producing it the recognition they deserve. All states collect, analyze, and report mountains of school performance data. However, most of this information is not easily accessed or understood by non-educators. Our aim is to strengthen the public’s … Read More

Sample Opinion 3

Teacher Training and Texas Education Reform: A Study in Contradiction Public Education Reform in Texas, December 7, 2000, The Driskill Hotel, Austin, TX. Abstract Parents, policymakers, and taxpayers want schooling that equips students with the knowledge and skills that are vital to subsequent learning and adult success. Most professors who train teachers do not agree. They believe teachers should employ an ideal form of teaching called learner-centered instruction (LC) -an approach that works best with ideal students. The … Read More

Sample Opinion 2

Value-Added Accountability and Public Confidence in Education J. E. Stone, Ed. D. House of Representatives Testimony to the Select Committee on House Resolution 495 Harrisburg, Pennsylvania Tuesday, September 19, 2000 Introduction Good morning. My name is John Stone. I am a licensed educational psychologist and licensed school psychologist, and I have taught prospective teachers for the past 30 or so years. I am a graduate of the University of Florida and currently a professor in the College of … Read More

Glossary of Terms

Glossary of Terms and Abbreviations Used in Tennessee’s Value-Added Assessment Reports   3-Year-Average NCE Gain The average academic gain of the most recent 3 years expressed as an NCE (normal curve equivalent) score. These scores represent the average number of NCE points by which a school exceeds or falls short of the student achievement growth that occurred statewide in 1998-the benchmark year, a.k.a., the Growth Standard. These are the scores on which the Value-Added Achievement Awards are based. … Read More

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