• Publications
  • Influence
Teacher Pay For Performance: Experimental Evidence from the Project on Incentives in Teaching
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Standards-Based Accountability Under No Child Left Behind
notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non-commercial use only. Permission is required from RAND to reproduce, or reuse inExpand
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The Sensitivity of Value‐Added Teacher Effect Estimates to Different Mathematics Achievement Measures
Using longitudinal data from a cohort of middle school students from a large school district, we estimate separate “value-added” teacher effects for two subscales of a mathematics assessment under aExpand
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Standards-Based Reform in the United States: History, Research, and Future Directions.
Abstract : Standards-based reform is one of the most prominent features of the current educational landscape. Across the nation, states have adopted standards that describe the content that schoolsExpand
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Making Sense of Test-Based Accountability in Education
Test-based accountability systems that attach high stakes to standardized test results have raised a number of issues on educational assessment and accountability. Do these high-stakes tests measureExpand
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What Do Test Scores in Texas Tell Us
We examine the results on the Texas Assessment of Academic Skills (TAAS), the highest-profile state testing program and one that has recorded extraordinary recent gains in math and reading scores. ToExpand
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Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science
A number of challenges are encountered when evaluating a large-scale, multisite educational reform aimed at changing classroom practice. The challenges include substantial variability inExpand
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An experimental evaluation of residential and nonresidential treatment for dually diagnosed homeless adults.
Homeless adults with both a serious mental illness and substance dependence (N = 276) were randomly assigned to: (1) a social model residential program providing integrated mental health andExpand
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Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS
In this study we use data from the Early Childhood Longitudinal Survey third- and fifth-grade samples to investigate teacher judgments of student achievement, the extent to which they offer a similarExpand
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