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Download full textMax, Jeffrey; Glazerman, Steven – National Center for Education Evaluation and Regional Assistance, 2014
Lack of researcher consensus on how to measure disadvantaged students' access to effective teaching has made it challenging for practitioners to draw lessons from the data. This brief aims to help policymakers understand the emerging evidence by synthesizing findings from three peer-reviewed studies that collectively span 17 states. The studies…
Descriptors: Disadvantaged Youth, Instructional Effectiveness, Educational Quality, Achievement Gap
Isenberg, Eric; Max, Jeffrey; Gleason, Philip; Potamites, Liz; Santillano, Robert; Hock, Heinrich; Hansen, Michael – National Center for Education Evaluation and Regional Assistance, 2013
Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school…
Descriptors: Disadvantaged Youth, Access to Education, Educational Quality, Teacher Effectiveness
Levin, Stephanie; Duffy, Mark; Dever, Kelly – Research for Action, 2012
Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year's curriculum. Both tools target the "instructional core." A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found…
Descriptors: Guidelines, Comparative Analysis, Leadership, Educational Change
