ASSEMBLING TQ DATA
Scholars Cite Privacy Law as Obstacle, Protections for Students Impeding Researchers
Debra Viadero
Education Week
2006
"Researchers looking to tap into the treasure troves of long-term student-achievement data that states and districts are starting to pile up say their efforts are increasingly running up against a decades-old federal law designed to protect student privacy."
Letter to Ms. Deborah T. Wilkins ofWestern Kentucky University
LeRoy S. Rooker
Director
Family Policy Compliance Office
2005
Letter to Mr. Matthew J. Pepper of the Tennessee Department of Education
LeRoy S. Rooker
Director
Family Policy Compliance Office
2004
Letter to Ms. Marya Ryan with the University of Illinois
LeRoy S. Rooker
Director
Family Policy Compliance Office
2004
Letter to Ms. Judy George with the University of Wisconsin-River Falls
LeRoy S. Rooker
Director
Family Policy Compliance Office
2004
Why Teacher Working Conditions Matter
Barnett Berry
Center for Teaching Quality
2006
Teacher education institutions may or may not prepare novices for the schools in which they teach. However, the degree to which new teachers (as well as experienced ones) have supportive working conditions (and induction and mentoring supports for novices) can determine teacher effectiveness, irrespective of the quality of preparation.
Teacher Working Conditions Initiative Frequently Asked Questions
Barnett Berry
Center for Teaching Quality
2006
The Center for Teaching Quality is currently working with states and school districts across the country to assess teacher working conditions. These reform efforts are allowing individual districts and schools to understand and improve the conditions under which teachers work and ultimately decrease teacher turnover and increase student achievement.
Linking Professional Development to Teacher Practice, Student Learning and Costs
Bruce Goldberg
Co-nect
2005
This paper takes seriously the notion that it is feasible and beneficial for states to develop infrastructures that keep track of and use data related to teacher training and professional development. In particular, the paper examines what it would take for professional development, its attendant costs and changes in instructional practice to be causally related to growth in student achievement.
The Challenge for Teacher Preparation Programs
Dr. Ed Fuller, Center for Teaching Quality & Dr. Heather Peske, The Education Trust
2005
An informative report about the quantity and quality challenges facing teacher preparation programs including guidance for programs to help solve their most critical problems.
Using Student Progress To Evaluate Teachers: A Primer On Value-Added Models
Henry I. Braun
Educational Testing Service
2005
This report provides an understanding of the fundamentals of VAM and the practical, technical and philosophical issues that surround them.
Louisiana’s Value Added Teacher Preparation Program Assessment Model
The Louisiana Board of Regents
2005
This report outlines the yearly expectations for Louisiana’s Value Added Teacher Preparation Program Assessment Model.
Responsibility Flow Chart
Ed Fuller
Center for Teaching Quality
2005
This chart shows the flow of responsibility for the district, state education agency and preparation program during development of a teaching quality data system.
The Problems with California’s TQ Information
Barnett Berry
Center for Teaching Quality
2005
A summary of the 2002 Center for the Future of Teaching and Learning report about California’s teaching quality data system.
Measuring What Matters
How value-added assessment can be used to drive learning gains
Ted Hershberg, Virginia Adams, Barbara Lea-Kruger
2004
This report discusses how Value-Added Analysis can be used to supplement current inadequate accountability measures, such as the use of raw test scores to determine the progress for every school and school subgroup.
The Real Value of Teachers; If good teachers matter, why don’t we act like it?
Thinking K-16; A publication of the Education Trust
2004
This report discusses the urgent need for the development of Value-Added Assessment models to identify highly effective teachers in an effort to close the achievement gap.
Assessing Teacher Preparation Program Effectiveness: A Pilot Examination of Value Added Approaches
George H. Noell, Ph.D. Department of Psychology, Louisiana State University
Louisiana Board of Regents
2004
As part of the comprehensive reform efforts through Louisiana’s Teacher Quality Initiative, Louisiana has gone through a careful four year process to develop a comprehensive, reliable and valid system for value-added analysis. This report is an analysis of the data collected for the Value-Added Teacher Preparation Program Assessment Model that will have the capacity to examine the growth of achievement of children and link growth in student learning to teacher preparation programs.
Teachers Matter: Evidence from Value Added Assessments
American Educational Research Association
2004
This report explains how value-added assessment works and its pros and cons, discusses recent studies and the impact individual teachers have on student achievement, and lists what policymakers should do.
Evaluating Value-Added Models for Teacher Accountability
Daniel McCaffrey, J.R. Lockwood, Daniel M. Kortez, Laura Hamilton
The RAND Corporation
2003
In this monograph the authors clarify the primary questions raised by the use of Value-Added Models for measuring teacher effects, review the most important recent applications of VAM, and discuss a variety of important statistical and measurement issues that might affect the validity of VAM inferences.
Data Systems To Enhance Teaching Quality
Richard Voorhees, Gary T. Barnes with Robert Rothman
State Higher Education Executive Officers
2003
Many of the questions that policy makers are asking about teacher and teaching quality — who enters, where they teach, how long they stay, and how good are they — cannot be answered because of the inadequate data bases that researchers and analysts use. This study examined the data systems in 14 states to learn whether it is possible to develop the resources states need to answer those questions.
Elements of the Demand for Texas Public School Teachers
Ed Fuller
State Board of Educator Certification
2003
The demand for public school teachers in Texas is driven largely by three factors (1) Number of students enrolled in Texas public schools, (2) Student-teacher ratios, and
(3) Number of teachers leaving the profession. Identifying the relative contribution of each of these three elements to the overall demand for teachers is important so that policymakers can understand why there is such a relatively high demand for new teachers each year.
An Analysis of Certification and Highly Qualified Status of Texas Public School Teachers in the 2002-2003 Academic Year
William Franz, Ed Fuller, Celeste Alexander, Bill Akin, John Gibson
State Board for Educator Certification
2003
One measure of the quality of teachers—albeit an imperfect one—is whether a teacher is certified to be teaching the subject matter and grade level to which she/he is assigned. Another measure—recently authorized in the No Child Left Behind Act—is whether a teacher is highly qualified. Of course, being fully certified or highly qualified does not necessarily guarantee a well qualified teacher or quality teaching. The premise of this report is that certification and designation as highly qualified are two measures that provide some indication of the quality of the teachers in Texas public schools.
Sizing Up Test Scores
Dale Ballou
Education Next
2002
This report discusses some of the practical complications of value-added assessment models. The author discusses three problems: 1)why current methods of testing do not measure student achievement gains very accurately; 2)why some of the gains may be attributable to factors other than the quality of a given school or teacher; and 3) why a firm basis does not exist for comparing gains of students from different levels of ability.
Strengthening California’s Teacher Information System
Camille Esch, Patrick Shields, Viki Young
The Center for the Future of Teaching and Learning
2002
This policy brief documents the status of the teaching profession in California and related public policy issues with the hope that the brief will point out ways in which the current system of data collection in California can be improved to provide answers to policymakers’ questions about the teacher workforce.
Estimates of the Shortage of Texas Public School Teachers in 2001 and 2002
Ed Fuller
State Board for Educator Certification
2002
There is a widespread assumption that there exists a significant shortage of teachers in public schools both across the nation and in Texas. However, there has been neither little
examination of the specific data used in such estimates nor a detailed description of the
assumptions behind the estimates. This analysis offers a number of different estimates of the shortage of teachers in Texas public schools. Each of the estimates will be based on different definitions of teacher shortage, each of which will have different assumptions.
Teacher Data Infrastructures in Selected Southeastern States: Progress, Problems and Possibilities
Steve Clements
The Southeast Center for Teaching Quality
January 2001
This document is a summary of the white paper: “Teacher Data Infrastructures in Selected Southeastern States: Progress, Problems and Possibilities.” This summary provides useful information on the teacher data infrastructures of Alabama, Georgia, Kentucky, Michigan, North Carolina, and Tennessee.
Teacher Career Choice Survey
Bruce Haslam
A survey intended to (1) generate data on teacher mobility and career choices, (2) track a sample of teacher who left their former teaching positions voluntarily and gather information about their motives for doing so, and (3) use the data collected to identify patterns and problems and to inform policy.