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Download full textKing, Kelley M.; Paufler, Noelle A.; Biritz, Rachel L.; Smits, Ryan M. – Journal of Educational Supervision, 2022
This study examined a state-wide, policy-directed teacher evaluation model implemented across public schools and educator preparation programs. Such models are grounded in a theory of action that situates teacher learning within social relationships, yet does not account for the complexity of systems. Results challenge policy's implicit theory…
Descriptors: Teacher Evaluation, Models, Public Schools, Teacher Education Programs
DeMatthews, David E.; Knight, David S. – Education Policy Analysis Archives, 2019
State accountability systems have been a primary school reform initiative in the US for the past 20 years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS), which included an accountability indicator focused on the percentage of…
Descriptors: Disabilities, Accountability, Eligibility, Program Implementation
Texas Educator Excellence Grant (TEEG) Program: Year One Evaluation Report. Policy Evaluation Report
Direct linkSpringer, Matthew G.; Podgursky, Michael J.; Lewis, Jessica L.; Ehlert, Mark W.; Ghosh-Dastidar, Bonnie; Gronberg, Timothy J.; Hamilton, Laura S.; Jansen, Dennis W.; Lopez, Omar S.; Patterson, Christine H.; Stecher, Brian M.; Taylor, Lori L. – National Center on Performance Incentives, 2008
This report presents findings stemming from the first-year evaluation of the Texas Educator Excellence Grant (TEEG) program, one of several statewide performance incentive programs in Texas. In June 2006, Governor Perry and the 79th Texas Legislature created the Governor's Educator Excellence Award Program, one component of which is the TEEG…
Descriptors: Program Design, Incentives, Economically Disadvantaged, Academic Achievement
Hurwitz, Nina; Hurwitz, Sol – American School Board Journal, 2000
High-stakes testing is forcing debate over achieving both educational excellence and equity. A pragmatic, middle position claims high-stakes testing can work with clear but limited goals, flexibility, and the will to address at-risk students' problems. Texas, Chicago, and New York City programs and implementation steps are highlighted. (MLH)
Descriptors: Academic Standards, Disadvantaged Youth, Elementary Secondary Education, Equal Education
Springer, Matthew G.; Lewis, Jessica L.; Podgursky, Michael J.; Ehlert, Mark W.; Taylor, Lori L.; Lopez, Omar S.; Peng, Art – National Center on Performance Incentives, 2009
This report presents findings from the second-year evaluation of the Governor's Educator Excellence Grant (GEEG) program. The GEEG program was federally- and state-funded and provided three-year grants to schools to design and implement performance pay plans from the 2005-06 to 2007-08 school years. GEEG was implemented in 99 high poverty, high…
Descriptors: Teacher Persistence, Achievement Gains, Academic Achievement, Factor Analysis
Texas Educator Excellence Grant (TEEG) Program: Year Two Evaluation Report. Policy Evaluation Report
Springer, Matthew G.; Podgursky, Michael J.; Lewis, Jessica L.; Ehlert, Mark W.; Gronberg, Timothy J.; Hamilton, Laura S.; Jansen, Dennis W.; Lopez, Omar S.; Peng, Art; Stecher, Brian M.; Taylor, Lori L. – National Center on Performance Incentives, 2008
This report presents findings from the second year of a multi-year evaluation of the Texas Educator Excellence Grant (TEEG) program and background information about the design and implementation of the District Awards for Teacher Excellence (DATE) program. The TEEG and DATE programs operating in Texas make up the largest state-funded performance…
Descriptors: Teacher Persistence, Achievement Gains, Academic Achievement, Program Effectiveness
