The effect of remote learning on student performance has been a frequent topic of research and discussion in the aftermath of the COVID-19 pandemic, yet little is known about the impact of remote instruction on the performance of teachers. This study documents how relative effectiveness of teachers changed when moving from in-person to remote…

Given recent interest and increasing popularity of social and emotional learning (SEL) in education settings, the authors surveyed students taking the ACT test and parents/caregivers of ACT test-takers on their beliefs around social and emotional (SE) skills. The study had three primary goals. First, the authors were interested in obtaining…

This is the second edition of "The 123s of School Choice." This annual publication is designed to be a one-stop shop for all the existing research on private school choice in the United States. This year's edition is updated with the research published since the last edition. Since the first modern-day voucher program launched in…

Does student-teacher match quality exist? Prior work has documented large disparities in teachers' impacts across student types but has not distinguished between sorting and causal effects as the drivers of these disparities. I propose a disparate value-added model and derive a novel measure of teacher quality--revealed comparative advantage--that…

Using administrative data from D.C. Public Schools, I use exogenous variation in the presence and intensity of teacher monitoring to show it significantly improves student test scores and reduces suspensions. Uniquely, my setting allows me to separately identify the effect of pre-evaluation monitoring from post-evaluation feedback. Monitoring's…

Researchers from across the country have published more than 140 empirical studies on the effectiveness of private school choice programs. This report is the first edition of "The 123s of School Choice," an in-depth review of available research on private school choice programs in America. The first set of outcomes reviewed--private…

This annual publication is designed to be a one-stop shop for all the existing research on private school choice in the United States. This year's edition is updated with the research published since the last edition. Since the first modern-day voucher program launched in Milwaukee in 1990, researchers have studied private school choice programs.…

We use longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher value added and other qualifications and the high school and postsecondary outcomes of their students. We also investigate whether these relationships differ for students with and without disabilities. We…

This report summaries the Professional Pathways for Teachers (PPfT) appraisal scores and teachers' perceptions of the appraisal system. The PPfT appraisal system was developed and refined during the 2014-2015 and 2015-2016 school years. The 2016-2017 school the appraisal system was implemented district-wide. The 2016-2017 appraisal scores will…

One outcome of the implementation of No Child Left Behind Act of 2001 and its call for better accountability in public schools across the nation has been the use of student assessment data in measuring schools' effectiveness. In general, inferences about schools' effectiveness depend on the type of statistical model used to link student assessment…

This report provides an overview of the process used to derive a school's growth level and summarizes 2015 math and reading/ELA growth levels for all AISD elementary, middle and high schools. Additionally, longitudinal data are provided for each school level.

We investigate the predictive validity of teacher credential test scores for student performance in secondary STEM classrooms in Washington state. After replicating earlier findings that teacher basic skills licensure test scores are a modest and statistically significant predictor of student math test score gains in elementary grades, we focus on…

This report looks at student growth in Arkansas school districts disaggregated by district poverty and by the district's value-added performance relative to other districts. We estimated district value-added performance statistics by subject and grade level (8 and 11-12) for longitudinal student cohorts, using statistical models that adjusted for…

Drawing on Eccles' expectancy-value model of achievement-related choices, we examined the personal aptitudes and motivational beliefs at 12th grade that move individuals toward or away from science, technology, engineering, and mathematics (STEM) occupations at age 29. In the first set of analyses, occupational and lifestyle values, math ability…

Unlike in elementary school, high-school teacher effects may be confounded with both selection to tracks and unobserved track-level treatments. I document sizable confounding track effects, and show that traditional tests for the existence of teacher effects are likely biased. After accounting for these biases, high-school algebra and English…