This document summarizes key issues around implementing teacher evaluation frameworks based on student test scores and growth measures. It discusses different types of performance metrics like growth and improvement. It also highlights issues with aligning tests to instruction, instability of value-added results, differences between value-added models, and controlling for statistical error in evaluations. The document provides examples of performance data from districts and cautions that value-added metrics are normative and do not measure absolute improvement over time.
Abstract: Numerous indicators of crucial role exist for improvements of the students' performance
during the learning process in classrooms, to include the level of teaching and learning, teachers’
performance, students’ motivation and teaching methods. However, the class size has its impact over
the successful performance of students, which is the main topic of this scientific research. Regarding
the impact of class size, or more precisely, the number of students in the classroom, in student
performance, has developed an empirical research which results are reflected in this paper. The survey
was conducted in several schools of higher education in some Kosovo municipalities. by the outcomes
introduced it is intended to prove a dilemma that has existed for a long time for classes with smaller
number of students which tend to be more successful compared to the classes with higher number of
students. Furthermore, the review of the literature, is an important part of the paper, where intertwine
various theories regarding this issue, bringing different experiences of OECD countries regarding the
impact of class size on student performance. Finally, the performance of the students was tested in
different class sizes at the end of the school year to see if there is a difference in their outcome.
Class size refers to the ratio of students to teachers. Research has found that smaller class sizes are generally associated with better student outcomes, especially in elementary school. A famous Tennessee study in the 1980s found that elementary students in classes of 13-17 students achieved higher marks than those in larger classes. While the effects were smaller, smaller class sizes in middle and high school have also been linked to benefits like increased advanced coursework and lower dropout rates. However, larger class sizes allow schools to enroll more students and reduce costs. There is ongoing debate around the complex tradeoffs of class size and its impact on learning outcomes.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Using Data for Continuos School Improvementlindamtz88
This document discusses using different types of data for continuous school improvement, including perceptual data, student learning data, school process data, and demographic data. It outlines a statewide system in Nebraska to provide professional development training to analyze data at all levels, from school staff to statewide cadres. Key aspects of the data training include the four Nebraska Data Literacies: what do the data show, why might this be, how should we respond, and did our response produce results. The document also provides resources for perceptual data surveys available through the Nebraska Department of Education.
This document summarizes a presentation about research on the relationship between school libraries and student achievement. The research team conducted a study of over 2,000 New York schools controlling for various student and school factors. They found that schools with full-time librarians had statistically significant higher performance in English but not math. Further analysis of top and bottom performing schools found differences in some library resources and practices between the groups. The researchers aim to identify specific school library factors that most impact student achievement.
This document summarizes key issues around implementing teacher evaluation frameworks based on student test scores and growth measures. It discusses different types of performance metrics like growth and improvement. It also highlights issues with aligning tests to instruction, instability of value-added results, differences between value-added models, and controlling for statistical error in evaluations. The document provides examples of performance data from districts and cautions that value-added metrics are normative and do not measure absolute improvement over time.
Abstract: Numerous indicators of crucial role exist for improvements of the students' performance
during the learning process in classrooms, to include the level of teaching and learning, teachers’
performance, students’ motivation and teaching methods. However, the class size has its impact over
the successful performance of students, which is the main topic of this scientific research. Regarding
the impact of class size, or more precisely, the number of students in the classroom, in student
performance, has developed an empirical research which results are reflected in this paper. The survey
was conducted in several schools of higher education in some Kosovo municipalities. by the outcomes
introduced it is intended to prove a dilemma that has existed for a long time for classes with smaller
number of students which tend to be more successful compared to the classes with higher number of
students. Furthermore, the review of the literature, is an important part of the paper, where intertwine
various theories regarding this issue, bringing different experiences of OECD countries regarding the
impact of class size on student performance. Finally, the performance of the students was tested in
different class sizes at the end of the school year to see if there is a difference in their outcome.
Class size refers to the ratio of students to teachers. Research has found that smaller class sizes are generally associated with better student outcomes, especially in elementary school. A famous Tennessee study in the 1980s found that elementary students in classes of 13-17 students achieved higher marks than those in larger classes. While the effects were smaller, smaller class sizes in middle and high school have also been linked to benefits like increased advanced coursework and lower dropout rates. However, larger class sizes allow schools to enroll more students and reduce costs. There is ongoing debate around the complex tradeoffs of class size and its impact on learning outcomes.
Building Data Literacy Among Middle School Administrators and Teachers
Data literacy is an essential trait for middle school administrators and teachers to possess. In this session, the Research and Accountability Team from Durham Public Schools will discuss how it has expanded its focus on Data-to-Action to building data literacy amongst its middle school administrators and teachers during 2013-14.
J. Brent Cooper, Terri Mozingo & Karin Beckett Durham Public Schools - Durham, NC
Closing the Gap With STEM Education: Why, What, and How
Participants will learn why there is a growing need for STEM education in the United States, what STEM education is, how STEM education at the middle school level contributes to closing the gap, and how to successfully plan and implement a middle school program.
Ken Verburg Project Lead the Way - Lexington, SC
Using Data for Continuos School Improvementlindamtz88
This document discusses using different types of data for continuous school improvement, including perceptual data, student learning data, school process data, and demographic data. It outlines a statewide system in Nebraska to provide professional development training to analyze data at all levels, from school staff to statewide cadres. Key aspects of the data training include the four Nebraska Data Literacies: what do the data show, why might this be, how should we respond, and did our response produce results. The document also provides resources for perceptual data surveys available through the Nebraska Department of Education.
This document summarizes a presentation about research on the relationship between school libraries and student achievement. The research team conducted a study of over 2,000 New York schools controlling for various student and school factors. They found that schools with full-time librarians had statistically significant higher performance in English but not math. Further analysis of top and bottom performing schools found differences in some library resources and practices between the groups. The researchers aim to identify specific school library factors that most impact student achievement.
This document discusses using multiple measures of data over time to analyze changes in student demographics, school programs and processes, perceptions of the learning environment, and student learning outcomes. Collecting data on enrollment, attendance, test scores, ethnicity, gender, and grade level can provide insights into how the student population and performance is changing. Comparing this data to perceptions and observations of classroom environments, beliefs, and attitudes can help schools understand what programs and processes best support different groups of students and improve learning.
Learning Analytics and Knowledge (LAK) 14 Education Data SciencesPhilip Piety
The document discusses the emerging field of Education Data Sciences (EDS). It outlines four main ideas: 1) A sociotechnical paradigm shift in how data is conceived, from external to internal/contextual. 2) The notion of EDS, which includes academic analytics, educational data mining/learning analytics, learner analytics/personalization, and systemic instructional improvement. 3) Common features across these communities, including rapid change, boundary issues, disruption to evidence practices, and ethics/privacy. 4) A proposed framework for EDS that recognizes different social/temporal levels, digital fluidity across contexts, and values in design. The field of EDS analyzes learning, organizations and systems through an interdisciplinary lens.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
Presentation given at ACRL 2015, with Christine Murray, on teaching undergraduate students to discover and evaluate datasets for secondary data analysis.
This document discusses the need to redefine information literacy frameworks to incorporate data literacy for the 21st century. It provides context on the growth of data-driven research and debates around roles in data management. It examines conceptions of data literacy from social science and science perspectives and examples of libraries developing data services. Finally, it analyzes pedagogical approaches to teaching data literacy and calls for discussion on integrating data literacy into information literacy frameworks and education.
The document discusses a study on the effects of "Course Fusion", a data-driven student placement process, on early reading achievement. It found that Course Fusion had a significant positive impact on reading skills, especially for disadvantaged students. While control schools saw smaller gains for low-income and at-risk students, those using Course Fusion saw improved rates of learning and closed achievement gaps over 3 years. The study provides evidence that using objective data and rubrics in placement can improve equity and access to education.
This document discusses using data to drive instruction in Title 1 schools. It emphasizes that data about teacher-student relationships, discipline, attendance, climate and resources can guide administrators and educators. An effective data plan considers factors impacting student learning, collects and analyzes different types of data, and uses the analysis to inform decisions. The document also stresses that schools need resources to properly collect and analyze data, especially behavioral data, and they must implement changes based on the data analysis for it to be effective.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of public funds through better assessments. The document also outlines concerns with current STAAR testing in Texas, such as the large amount of time and money spent on assessments without clear evidence of improved student outcomes or preparation for college and careers.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve student assessments in Texas. TAMSA believes the current STAAR testing system is ineffective and costly, and that reducing the number of standardized tests would help students and education. The document outlines concerns with STAAR such as the large number and length of tests, lack of diagnostic value, high dropout rates, and unknown validity and appropriateness. It also notes that Texas spends over $1 billion on testing but sees limited improvement in college readiness.
This document analyzes the impact of homework on student achievement. It utilizes both parametric and nonparametric techniques on data from the National Educational Longitudinal Study of 1988. The results indicate:
1) Homework has a larger and more significant impact on test scores than other standard school inputs like class size.
2) The effects of homework are not uniform - it is most effective for high- and low-achieving students.
3) Parametric models overstate the impact of school inputs like homework and class size compared to nonparametric estimates.
This document summarizes the key findings of a research project that examined students' attitudes towards STEM subjects and how those attitudes change over time. The project administered attitude surveys to over 1500 students across years 6 to 12 at a large metropolitan school. It found that students' attitudes towards different STEM subjects, as well as factors like enjoyment and self-efficacy, varied significantly based on age and subject. It recommends that outreach programs to promote STEM should be targeted based on these attitude differences and focus on creativity to positively impact enjoyment, relevance and self-efficacy.
A quantitative survey with an open-ended question was conducted to determine the scheduling needs of 251 graduate students out of 1934 matriculated students at Salem State University. 61% of respondents preferred being on campus 0-1 days per week. The results suggest that graduate students' schedules are difficult to predict and that Salem State may need to shift how it offers graduate courses. Recommendations include sharing data with the School of Graduate Studies, creating program-specific mini-reports, improving timing and survey size, and strengthening communication.
AAU Undergraduate STEM Education Initiative: Building a STEM Reform NetworkSERC at Carleton College
The document discusses the AAU Undergraduate STEM Education Initiative, which aims to influence STEM department cultures at AAU universities to encourage the use of evidence-based teaching practices. The initiative develops a framework of effective teaching elements and supports projects at selected universities. It establishes a collaborative network to link institutions in reforming STEM teaching through addressing cultural and institutional barriers. The initiative evaluates impacts through common baseline metrics and individual campus assessments to track reforms across the framework's elements.
The document outlines changes made to the Texas Essential Knowledge and Skills (TEKS) for 6th grade social studies, including adding new student expectations, categorizing expectations as readiness or supporting standards, and impact on State of Texas Assessments of Academic Readiness (STAAR) exams; it provides an overview of the changes and vocabulary terms to help teachers understand and implement the revised TEKS in their instruction.
The Influence of School Administrato rs on Teacher Retention DecisionsAlvera Kisil
This document summarizes a study examining the influence of school administrators on teacher retention decisions. The study uses survey data from first-year teachers in New York City along with administrative data to analyze the relationship between teachers' assessments of school contextual factors and actual teacher turnover. The key findings are:
1) Teachers' perceptions of school administration have the strongest influence on their retention decisions, more so than other factors like staff relations, facilities, or student behavior.
2) This effect of administration is consistent for both first-year teachers and all teachers in the sample, and is confirmed by surveys of teachers who recently left their positions.
3) School administration, particularly the support and leadership of administrators, appears to be a major factor
This document summarizes a study on the challenges of implementing data-driven decision making (DDDM) in schools. It finds that while DDDM is a popular reform, moving data into usable knowledge to change instruction is difficult for teachers and principals. The study examines how teachers at one elementary school implemented DDDM along with other initiatives. It found that data was primarily used for language arts and math, not other subjects, and that requirements to implement multiple initiatives created tensions that decreased data use. How and when teachers used data depended on policies at multiple levels and the capacity of teachers and principals.
Reviewing the Research and PEAC Recommendations around Principal EvaluationRichard Voltz
Presentation made by Benjamin Fenton, Chief Strategy and Knowledge Officer and Co-Founder of New Leaders for New Schools at the IASA sponsored workshop on November 18, 2011 at the Triple I Conference.
This document summarizes a research paper that examines the effect of increased teacher pay on student performance in the Netherlands. The paper uses a difference-in-differences design to compare schools located inside and outside the Randstad region, where schools inside received higher teacher pay raises due to a new policy. The analysis found mixed results, with some cases showing higher pay increased performance and others showing it decreased performance. Interestingly, the effect was more often positive for higher education levels and more often negative for lower education levels.
The document summarizes two studies on the effectiveness of technology in distance education. The first study found that technology significantly improved student performance, communication, and outcomes, especially for female students, without increasing costs. The second study found no significant difference in achievement between a hypertext-based approach and a structured approach, but the hypertext group showed greater performance variability, suggesting it may better suit more able students.
Here is a possible response:
As the new principal, determining the effectiveness of the school is a top priority. I would consider multiple criteria across input, transformation, and performance areas.
For inputs, I would examine resources like per-pupil funding, teacher qualifications, class sizes, facilities, and technology. It is important to understand the resources available.
For transformation, I would focus on classroom practices, instructional strategies, school climate, and organizational operations. How resources are utilized and transformed within the school is key.
For performance, I would evaluate student achievement via test scores, graduation rates, and attendance. I would also look at teacher and administrator satisfaction and commitment.
While all criteria are important, I
This document discusses using multiple measures of data over time to analyze changes in student demographics, school programs and processes, perceptions of the learning environment, and student learning outcomes. Collecting data on enrollment, attendance, test scores, ethnicity, gender, and grade level can provide insights into how the student population and performance is changing. Comparing this data to perceptions and observations of classroom environments, beliefs, and attitudes can help schools understand what programs and processes best support different groups of students and improve learning.
Learning Analytics and Knowledge (LAK) 14 Education Data SciencesPhilip Piety
The document discusses the emerging field of Education Data Sciences (EDS). It outlines four main ideas: 1) A sociotechnical paradigm shift in how data is conceived, from external to internal/contextual. 2) The notion of EDS, which includes academic analytics, educational data mining/learning analytics, learner analytics/personalization, and systemic instructional improvement. 3) Common features across these communities, including rapid change, boundary issues, disruption to evidence practices, and ethics/privacy. 4) A proposed framework for EDS that recognizes different social/temporal levels, digital fluidity across contexts, and values in design. The field of EDS analyzes learning, organizations and systems through an interdisciplinary lens.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
Presentation given at ACRL 2015, with Christine Murray, on teaching undergraduate students to discover and evaluate datasets for secondary data analysis.
This document discusses the need to redefine information literacy frameworks to incorporate data literacy for the 21st century. It provides context on the growth of data-driven research and debates around roles in data management. It examines conceptions of data literacy from social science and science perspectives and examples of libraries developing data services. Finally, it analyzes pedagogical approaches to teaching data literacy and calls for discussion on integrating data literacy into information literacy frameworks and education.
The document discusses a study on the effects of "Course Fusion", a data-driven student placement process, on early reading achievement. It found that Course Fusion had a significant positive impact on reading skills, especially for disadvantaged students. While control schools saw smaller gains for low-income and at-risk students, those using Course Fusion saw improved rates of learning and closed achievement gaps over 3 years. The study provides evidence that using objective data and rubrics in placement can improve equity and access to education.
This document discusses using data to drive instruction in Title 1 schools. It emphasizes that data about teacher-student relationships, discipline, attendance, climate and resources can guide administrators and educators. An effective data plan considers factors impacting student learning, collects and analyzes different types of data, and uses the analysis to inform decisions. The document also stresses that schools need resources to properly collect and analyze data, especially behavioral data, and they must implement changes based on the data analysis for it to be effective.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of public funds through better assessments. The document also outlines concerns with current STAAR testing in Texas, such as the large amount of time and money spent on assessments without clear evidence of improved student outcomes or preparation for college and careers.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve student assessments in Texas. TAMSA believes the current STAAR testing system is ineffective and costly, and that reducing the number of standardized tests would help students and education. The document outlines concerns with STAAR such as the large number and length of tests, lack of diagnostic value, high dropout rates, and unknown validity and appropriateness. It also notes that Texas spends over $1 billion on testing but sees limited improvement in college readiness.
This document analyzes the impact of homework on student achievement. It utilizes both parametric and nonparametric techniques on data from the National Educational Longitudinal Study of 1988. The results indicate:
1) Homework has a larger and more significant impact on test scores than other standard school inputs like class size.
2) The effects of homework are not uniform - it is most effective for high- and low-achieving students.
3) Parametric models overstate the impact of school inputs like homework and class size compared to nonparametric estimates.
This document summarizes the key findings of a research project that examined students' attitudes towards STEM subjects and how those attitudes change over time. The project administered attitude surveys to over 1500 students across years 6 to 12 at a large metropolitan school. It found that students' attitudes towards different STEM subjects, as well as factors like enjoyment and self-efficacy, varied significantly based on age and subject. It recommends that outreach programs to promote STEM should be targeted based on these attitude differences and focus on creativity to positively impact enjoyment, relevance and self-efficacy.
A quantitative survey with an open-ended question was conducted to determine the scheduling needs of 251 graduate students out of 1934 matriculated students at Salem State University. 61% of respondents preferred being on campus 0-1 days per week. The results suggest that graduate students' schedules are difficult to predict and that Salem State may need to shift how it offers graduate courses. Recommendations include sharing data with the School of Graduate Studies, creating program-specific mini-reports, improving timing and survey size, and strengthening communication.
AAU Undergraduate STEM Education Initiative: Building a STEM Reform NetworkSERC at Carleton College
The document discusses the AAU Undergraduate STEM Education Initiative, which aims to influence STEM department cultures at AAU universities to encourage the use of evidence-based teaching practices. The initiative develops a framework of effective teaching elements and supports projects at selected universities. It establishes a collaborative network to link institutions in reforming STEM teaching through addressing cultural and institutional barriers. The initiative evaluates impacts through common baseline metrics and individual campus assessments to track reforms across the framework's elements.
The document outlines changes made to the Texas Essential Knowledge and Skills (TEKS) for 6th grade social studies, including adding new student expectations, categorizing expectations as readiness or supporting standards, and impact on State of Texas Assessments of Academic Readiness (STAAR) exams; it provides an overview of the changes and vocabulary terms to help teachers understand and implement the revised TEKS in their instruction.
The Influence of School Administrato rs on Teacher Retention DecisionsAlvera Kisil
This document summarizes a study examining the influence of school administrators on teacher retention decisions. The study uses survey data from first-year teachers in New York City along with administrative data to analyze the relationship between teachers' assessments of school contextual factors and actual teacher turnover. The key findings are:
1) Teachers' perceptions of school administration have the strongest influence on their retention decisions, more so than other factors like staff relations, facilities, or student behavior.
2) This effect of administration is consistent for both first-year teachers and all teachers in the sample, and is confirmed by surveys of teachers who recently left their positions.
3) School administration, particularly the support and leadership of administrators, appears to be a major factor
This document summarizes a study on the challenges of implementing data-driven decision making (DDDM) in schools. It finds that while DDDM is a popular reform, moving data into usable knowledge to change instruction is difficult for teachers and principals. The study examines how teachers at one elementary school implemented DDDM along with other initiatives. It found that data was primarily used for language arts and math, not other subjects, and that requirements to implement multiple initiatives created tensions that decreased data use. How and when teachers used data depended on policies at multiple levels and the capacity of teachers and principals.
Reviewing the Research and PEAC Recommendations around Principal EvaluationRichard Voltz
Presentation made by Benjamin Fenton, Chief Strategy and Knowledge Officer and Co-Founder of New Leaders for New Schools at the IASA sponsored workshop on November 18, 2011 at the Triple I Conference.
This document summarizes a research paper that examines the effect of increased teacher pay on student performance in the Netherlands. The paper uses a difference-in-differences design to compare schools located inside and outside the Randstad region, where schools inside received higher teacher pay raises due to a new policy. The analysis found mixed results, with some cases showing higher pay increased performance and others showing it decreased performance. Interestingly, the effect was more often positive for higher education levels and more often negative for lower education levels.
The document summarizes two studies on the effectiveness of technology in distance education. The first study found that technology significantly improved student performance, communication, and outcomes, especially for female students, without increasing costs. The second study found no significant difference in achievement between a hypertext-based approach and a structured approach, but the hypertext group showed greater performance variability, suggesting it may better suit more able students.
Here is a possible response:
As the new principal, determining the effectiveness of the school is a top priority. I would consider multiple criteria across input, transformation, and performance areas.
For inputs, I would examine resources like per-pupil funding, teacher qualifications, class sizes, facilities, and technology. It is important to understand the resources available.
For transformation, I would focus on classroom practices, instructional strategies, school climate, and organizational operations. How resources are utilized and transformed within the school is key.
For performance, I would evaluate student achievement via test scores, graduation rates, and attendance. I would also look at teacher and administrator satisfaction and commitment.
While all criteria are important, I
Dr. Teresa Ann Hughes, PhD Dissertation Defense, Dr. William Allan Kritsonis,...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Grace Thomas Nickerson, PVAMU, Member of the Texas A&M University System
Dr. Teresa Ann Hughes was the first PhD recipient (2006) in the PhD Program in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System.
Dr. Hughes is currently (2009) Assistant Professor in the Department of Curriculum and Instruction at Sam Houston State University, Huntsville, Texas.
Class size refers to the ratio of students to teachers. Research has found that smaller class sizes are generally associated with better student outcomes, especially in elementary school. A famous Tennessee study in the 1980s found that elementary students in classes of 13-17 students achieved higher marks than those in larger classes. While the effects were smaller, smaller class sizes in middle and high school have also been linked to higher achievement, more advanced coursework, and lower dropout rates. However, larger class sizes may provide financial benefits to schools. There continues to be debate around the complex issue of class size and its impact on learning outcomes.
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request reform of the state's testing policies.
Texans Advocating for Meaningful Student Assessment (TAMSA) is a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. TAMSA believes the current state-mandated STAAR tests are excessive, not appropriately designed, and do not effectively measure student learning or preparedness. The organization aims to reduce the number of standardized tests, eliminate high-stakes consequences, and ensure assessments are used to support students rather than punish schools. TAMSA engages in advocacy efforts such as meeting with legislators and experts, participating in media discussions, and encouraging members to contact elected officials to request education testing reform.
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
This document discusses Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization that aims to improve public education in Texas through more effective student assessments. It provides an overview of TAMSA, including its mission to allow for more productive classroom instruction and efficient use of funds through improving assessments. The document also outlines concerns with current STAAR testing in Texas and how excessive standardized testing has negatively impacted student outcomes. It calls for assessments that support students rather than punish them.
This document summarizes an analysis of Oklahoma's A-F school grading system. The analysis found:
1) Very small achievement differences between letter grades, calling into question the meaningfulness and practical utility of the distinctions.
2) High classification error, as a single grade cannot accurately represent the independent variation in performance across subjects. Some "D/F" schools performed better in math than "B/C" schools.
3) Letter grades hide achievement gaps, as minority and low-income students consistently scored highest in "D/F" schools and lowest in "A/B" schools, indicating those grades are least effective for vulnerable students.
The document concludes the grading system obscures important
Teacher opinions about the use of Value-Added models llee18
The document discusses a study where a major urban newspaper published rankings of teacher effectiveness using Value-Added Modeling (VAM) based on standardized test scores. The newspaper also provided teachers an opportunity to respond to their rankings. This research examines a subset of those teacher responses to understand their perceptions of using test scores to determine effectiveness. The study aims to give voice to teachers' perspectives, as policy decisions often exclude their views. The document provides background on the challenges of effective teacher evaluation and limitations of VAM models. It notes the study's research question is what are perceptions of teachers in a large urban district regarding VAM evaluations, and whether opinions differ by ranking or years of experience.
The document discusses the need for school librarians to communicate the value of libraries as school budgets face major cuts. It provides background on funding cuts in Illinois and increasing academic standards. School librarians must show how libraries directly impact student achievement by aligning programs to standards and strategic plans. Data should be collected on metrics like test scores comparing students who use the library regularly versus those who don't. The focus should be on how libraries allow students to learn and achieve rather than on the libraries themselves.
- The document discusses various studies on the effects of different English education policies on student achievement, including increasing school spending, literacy programs, school choice/competition, and different school types (e.g. academies).
- One study found that an additional £1000 per student in school spending raised achievement by 0.25 standard deviations. Literacy programs were found to have modest positive effects on performance at a low cost.
- Evidence on effects of school choice/competition is mixed, but there may be impacts on inequality. Studies on different school types like academies found improved student intakes and modest achievement gains compared to traditional schools.
Texans Advocating for Meaningful Student Assessment, TAMSA, is a statewide, grassroots organization comprised of parents and other community members concerned with the overemphasis on high stakes STAAR tests and the misallocation of hundreds of millions of taxpayer dollars to the tests that should be going to the classroom. Our mission is to improve public education in Texas through the use of meaningful and effective student assessments that allow for more productive classroom instruction and more efficient use of public funds. This presentation provides a general overview.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
This study explored the perceptions of North Carolina freshmen academy principals and counselors regarding social and educational issues impacting student academic success. The researchers conducted a survey of 103 principals and 103 counselors. Two key themes emerged from their responses: (1) the need for a student-centered environment within the academy and (2) beliefs that the academy model could lead to improved student outcomes. Respondents identified challenges such as high teacher turnover, a lack of respect from the regular high school staff, and insufficient parental involvement. Prior to implementing the academies, schools commonly faced issues like high absenteeism, discipline problems, and low student performance among ninth-graders. The study provided insights into freshmen transition programs from
2017 RP Coference - Gregory Stoup's opening presentationGregory Stoup
This document summarizes challenges facing community colleges and discusses potential solutions through guided pathways and institutional effectiveness models. It notes increasing accountability demands, fragmented systems, and a mismatch between operations and mission. Guided pathways aims to simplify the student experience, while an institutional effectiveness model calls for greater leadership and alignment of core operations like assessment, planning and research. The document suggests institutional research professionals could help shape practices and decision-making to better support institutional goals. It provides context for the conference's focus on effective practices.
This document provides an overview of Texans Advocating for Meaningful Student Assessment (TAMSA), a statewide grassroots organization comprised of concerned parents advocating for improvements to the standardized testing system in Texas public schools. The document outlines concerns with the current STAAR testing system, including the large number of tests, high costs, lack of diagnostic value, and negative impacts on dropout rates and college readiness. It also summarizes TAMSA's objectives to reduce the number of state-mandated tests, replace some with nationally-recognized norm-referenced tests, and eliminate high-stakes consequences of the tests. The document encourages readers to get involved by joining TAMSA's advocacy efforts.
This document describes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. It outlines challenges like high teacher attrition rates, discusses strategies like mentoring and communities of practice, and presents preliminary positive findings from the program's first meeting and surveys, including that participants found value in a non-evaluative community, additional professional development, and opportunities for reflection and action.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Multiple Regression Review1) Please explain why the adjusted Rsimisterchristen
Multiple Regression Review
1) Please explain why the adjusted R Square is less than the Unadjusted R Square.
2) Why do coefficient values change when a new variable is added to a regression? Please explain.
3) Should you use raw coefficients or betas to determine which variable is most important? Please explain.
Look at Table 2 in the Bohte article (p.95)
1) What is the dependent variable for the regression?
2) How does the model fit? Please report the Adjusted R Square and interpret it.
3) Bohte uses a single p value level to determine statistical significance. What is the p value threshold he uses? (i.e. p<?)
4) Do you think it would've been better to include other p value thresholds as well? Please explain.
5) According to Table 2, which variable(s) ARE NOT statistically significant?
6) According to the table, which variable is MOST important? Please explain how you reached this conclusion.
92 Public Administration Review • January/February 2001, Vol. 61, No. 1
John Bohte
Oakland University
School Bureaucracy and Student Performance
at the Local Level
A major debate in American education centers on the role bureaucracy plays in shaping educa-
tional performance. Proponents of school choice argue that large educational bureaucracies have
contributed to dramatic performance shortfalls in America’s public schools. Other scholars view
educational bureaucracies as beneficial because they manage a wide range of problems and thus
make it easier for teachers to focus on the core task of teaching. This study examines these compet-
ing claims about the impact of bureaucracy on student performance using district level data from
Texas public schools. The findings from several regression models reveal negative relationships
between bureaucracy (measured both at the central and campus administration levels) and stu-
dent performance across several different grade levels.
Scholars, political officials, the media, and the public have
paid a great deal of attention to the topic of school choice in
recent years. Scholarly attention has focused primarily on
whether a market-based approach to education improves edu-
cational quality more than the traditional monopoly-based
system of public education in America. School-choice ad-
vocates (Chubb and Moe 1990; Fliegel and MacGuire 1993)
argue that school choice allows parents and students to flee
low-quality public schools and move to higher-quality pri-
vate schools. Thus, school choice forces public schools to
improve in order to remain competitive with private schools.
Critics of school choice (Henig 1994; Smith 1994; Smith
and Meier 1995; Witte 1991, 1992) point to a large body of
empirical evidence showing that few of the alleged benefits
of school choice are realized when such programs are imple-
mented and their effects are examined. In addition to look-
ing at the effectiveness of school-choice programs in im-
proving student performance, scholars have examined how
parents acquire ...
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9
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School District Size, Fiscal Efficiency, and Student Outcomes: Lessons from Research
1. 03/27/2018
1
School District Size, Fiscal Efficiency,
and Student Outcomes: Lessons
from Research
A presentation to the Joint Legislative
Study Committee on the Division of Local
School Administrative Units
March 28, 2018
Presentation overview
• Introductions
• Historical context
• Review of relevant literature
• Finding from the cost literature
• Findings from the production literature
• Questions and discussion
2. 03/27/2018
2
Eric A. Houck, PhD
• Associate Professor of Leadership and Policy, School of Education,
University of North Carolina at Chapel Hill
• Co-author of Modern Education Finance and Policy (2007)
• Author of “Examining School District Efficiency in Georgia” in the
Journal of School Finance (Spring 2010).
• Author “Measuring Charter School Efficiency in North Carolina: A
Modified Quadriform Analysis”
Kevin C. Bastian, PhD
• Senior Research Associate in the Department of Public Policy at UNC
Chapel Hill and Associate Director of the Education Policy Initiative at
Carolina (EPIC)
• Director of Educator Quality Research Initiative, partnership between
UNC Chapel Hill and UNC System focused on educator effectiveness
• Published work on educator preparation and effectiveness, equitable
distribution of teachers, beginning teacher supports, and school
quality
3. 03/27/2018
3
Historical Context
• A history of LEA and school consolidation in the US
• From 117,000 LEAs in 1940 to 14,000 in 2009; from 200,000 schools in 1940
to 87,000 in 2009
• Rationales for consolidation
• Concerns with consolidation
• Consolidation/closure still a relevant topic at the LEA and school level
• What the history of consolidation means for research and
commentary on deconsolidation?
Findings from the Cost Literature
4. 03/27/2018
4
Framework for evaluation of school finance policies
from Modern Education Finance and Policy:
Findings from cost studies
• Cost studies seek to find minimum operational costs, holding
performance constant
• Many cost studies reflect a “u shaped curve”
• Districts are inefficient up to a point, become efficient and then become
inefficient again.
5. 03/27/2018
5
Findings from cost studies
• A 2002 review of the literature indicates this “U” may begin around
4K and end around 15K
• Andrews, Duncombe, & Yinger 2002
• A 2018 study in Kansas noted a threshold of 10K
• Taylor et al 2018
Findings from cost studies
• Administrative cost savings in larger districts seem to be offset by
transportation costs.
• Andrews, Duncombe, & Yinger 2002
• Researchers in this area are sensitive to – but unable to pinpoint –
district size and school size interactions.
• Andrews, Duncombe, & Yinger 2002
• Baker & Duncombe 2004
6. 03/27/2018
6
Findings from cost studies
• Relatedly, school (re)composition can impact operational efficiencies
• Race and class
• Baker & Duncombe 2004
• Special education
• Houck, Rolle, & He 2010
• Often, school finance mechanisms can be leveraged to address these
concerns.
Concerns about previous work
• Have only looked at performance levels and not growth in
performance
• Have utilized production-function and cost-function approaches
based in the idea of technical efficiency
• Schools are not firms
• Schools are sometimes thought to practice allocative efficiency on a
bureaucratic model
• Multiple goals pursued simultaneously
• Uncertainty regarding the nature and frequency of mandates
• Relative immobility
7. 03/27/2018
7
Findings from cost studies (allocative)
• A study in Texas found no relationship between efficiency and school
district size
• Taylor, Grosskopf, & Hayes 2016
• A study in Georgia found that district size was unrelated to
performance on grade level tests and graduation rates, but that
district size was positively associated with improved passing on state-
administered graduation tests
• Houck, Rolle, & He 2010
Findings from the Production Literature
8. 03/27/2018
8
Findings from the Production Literature
• Not a sizable literature on LEA size
• Outcomes: test performance (aggregated level), pursuing additional
education, average daily attendance, reform “take-up”
• Operationalizing LEA size
• State contexts
Findings from the Production Literature
• Several studies show that smaller LEAs are associated with desired
outcomes
• Higher ADA rates for HS in Texas LEAs with fewer schools (Jones, Toma, &
Zimmer, 2008)
• Higher school-level achievement in California ES and MS (Driscoll et al. 2003)
• Higher school-level achievement in grades 3, 6, and 9 in NJ (Walberg &
Fowler, 1987)
• Higher school-level achievement and higher test passing rates in NJ high
schools with fewer schools in the LEA (Fowler and Walberg, 1991)
9. 03/27/2018
9
Findings from the Production Literature
• Other studies suggest that the impact of LEA size depends on the
poverty/SES of the district/community
• As SES increases, the effect of LEA size on student achievement goes
from negative to positive
• Friedkin & Necochea, 1988: District average test scores in CA
• Howley, 1996: School and district-level achievement in WV
• Bickel & Howley, 2000: Percentile rank on tests (8th and 11th in GA)
• Abbot et al. 2002: School-level achievement in 4th and 7th grades in WA
Findings from the Production Literature
• Several studies return positive results for LEA size
• Larger LEAs have higher 8th grade science scores in TX (Mann et al. 2013)
• Students coming from larger municipalities more likely to complete higher
education in Denmark; key cut-point at 15,000 (Heinesen, 2005)
• LEA size positively associated with improved passing rates on state-
administered graduation tests (Houck, Rolle, & He 2010)
• Larger LEAs and schools in larger LEAs report greater progress in
implementing standards-based reform; some evidence of SES effect
(Hannaway & Kimball, 1998)
10. 03/27/2018
10
Findings from the Production Literature
• Interpreting this literature from the deconsolidation perspective…
• Much of the data come from the 1980s and 1990s
• Not controlling for much; concerns as to whether it isolates “size” effects
• Lack of student-level data; almost always aggregated (to school or LEA levels)
• Little attention paid to interaction effects of LEA and school size
• “Static” focus on achievement levels rather than growth
• Lack of “natural experiments” to study
Combined Conclusions
• No optimal size…may differ based on outcome, group, and value
• The NC context
• Wake and CMS would likely need to be divided into many LEAs to capture
potential benefits; still may have larger schools
• Distribution questions—which portions of these LEAs would form new LEAs?
• Some evidence related to LEA size; concern as to whether it warrants
such consequential decisions
• Opportunity for more recent and rigorous work in NC