Value Add Research
Value-added was supposed to be the great equalizer — a measure of schools that would finally judge fairly how much poor students are learning compared with their wealthier peers. Meant to gauge whether students learn as much as expected in a given year, value-added will become a key part of rating individual teachers from rich and poor districts alike next school year. But a Plain Dealer/StateImpact Ohio analysis raises questions about how much of an equalizer it truly is, even as the state ramps up its use. The 2011-12 value-added results show that districts, schools and teachers with large numbers of poor students tend to have lower value-added results than those that serve more-affluent ones.
February 16th, 2012 In today’s Washington Post is another story about “merit pay” for teachers. But this one, by national education correspondent Lyndsey Layton , spends some space on my own thoughts on the topic. For those new to the issue, or coming to the Pink Blog from Tweets about the article, let me summarize my views as succinctly as I can: 1.
A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses: Final Evaluation ReportIn the 2007–2008 school year, the New York City Department of Education and the United Federation of Teachers jointly implemented the Schoolwide Performance Bonus Program in a random sample of the city's high-needs public schools.
It is no secret that higher teacher quality translates into higher educational outcomes, but how can the UK attract the best and brightest to the profession? Peter Dolton and Oscar Marcenaro-Gutierrez examine the enormous variation in teachers’ pay across OECD countries and find evidence that if teachers are better paid and higher up the national income distribution, there is likely to be an improvement in pupil performance. Why do teachers in Switzerland earn four times what teachers in Israel earn? Why are teachers in South Korea paid at the 78 th percentile of their country’s income distribution whereas those in the United States are paid at only the 49th percentile? And do these massive variations in the way different countries treat their teachers matter for the outcomes of their pupils?
GAINESVILLE, Fla. — Current school reform efforts, like No Child Left Behind, emphasize teacher quality as the most important factor in student success, but University of Florida researchers have identified another, stunningly accurate predictor of classroom performance — the student’s home address.