This summary provides insights about the growing presence of assistant principals based on a synthesis of 20 years of research, along with new analyses. Existing evidence suggests the role is overlooked, although assistant principals are important for advancing equity and school outcomes.
This report provides insights about the growing presence of assistant principals based on a synthesis of 20 years of research, along with new analyses. Existing evidence suggests the role is overlooked, although assistant principals are important for advancing equity and school outcomes.
Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement.
The Institute of Education Sciences conducted a random assignment study of an intensive professional development program for elementary school principals.
The purpose of this study was to identify an indicator that the School District of Philadelphia (SDP) could use to measure the percentage of entering kindergarteners who are on-track to read on grade level by the end of grade 3.
This brief describes early learning and development programs' ratings in tiered quality rating and improvement systems (TQRIS) in the nine states that received Round 1 Race to the Top―Early Learning Challenge (RTT-ELC) grants.
This report synthesizes findings from validation studies of tiered quality rating and improvement systems (TQRIS) conducted by nine states that received Race to the Top—Early Learning Challenge (RTT-ELC) grants.
This brief describes early learning and development programs’ participation and ratings in tiered quality rating and improvement systems (TQRIS) in the nine states that received Round 1 Race to the Top―Early Learning Challenge (RTT-ELC) grants.
In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in high-need schools.
Research has revealed that effective teachers are critical to improving student achievement. Little evidence exists, however, about the best ways to help teachers be more effective, or about how schools that serve the students in most need can attract and retain the most effective teachers.
This brief summarizes findings from a new report from Mathematica’s multiyear evaluation of School Improvement Grants (SIG) for the Department of Education’s Institute of Education Sciences. It describes the practices schools used and examines the impact of SIG on student achievement.
This executive summary describes key findings from a report from Mathematica’s multiyear evaluation of School Improvement Grants (SIG) for the Department of Education’s Institute of Education Sciences. It describes the practices schools used and examines the impact of SIG on student achievement.
This report summarizes findings from Mathematica’s multiyear evaluation of School Improvement Grants (SIG) for the Department of Education’s Institute of Education Sciences. It describes the practices schools used and examines the impact of SIG on student achievement.
This report summarizes findings from Mathematica’s multiyear evaluation of Race to the Top (RTT) for the Department of Education’s Institute of Education Sciences.
This brief summarizes findings from a new report from Mathematica’s multiyear evaluation of Race to the Top (RTT) for the Department of Education’s Institute of Education Sciences.
This executive summary describes key findings from a report from Mathematica’s multiyear evaluation of Race to the Top (RTT) for the Department of Education’s Institute of Education Sciences.
This report examines the principal evaluation measures used in the first year of statewide implementation of New Jersey’s principal evaluation system.
This study snapshot summarizes the third report from the national evaluation of the Teacher Incentive Fund. It provides findings on the implementation of pay-for-performance bonuses for teachers and principals and the impacts of the bonuses on educator and student outcomes after three years.
This executive summary summarizes the third report from the national evaluation of the Teacher Incentive Fund. It provides findings on the implementation of pay-for-performance bonuses for teachers and principals and the impacts of the bonuses on educator and student outcomes after three years.
This report is the third report from the national evaluation of the Teacher Incentive Fund. It provides findings on the implementation of pay-for-performance bonuses for teachers and principals and the impacts of the bonuses on educator and student outcomes after three years.
This article investigates how shrinkage affects the value-added estimates of teachers of hard-to-predict students.
This brief summarizes findings from a new report from Mathematica’s multi-year evaluation of Race to the Top (RTT) for the Department of Education’s Institute of Education Sciences. It describes the policies and practices states reported using in spring 2012.
This brief summarizes findings from a new report from Mathematica’s multi-year evaluation of School Improvement Grants (SIG) for the Department of Education’s Institute of Education Sciences. It describes the practices schools reported using in spring 2012.
This report summarizes findings from Mathematica’s multi-year evaluation of School Improvement Grants (SIG) for the Department of Education’s Institute of Education Sciences. It describes the practices schools reported using in spring 2012.
This report summarizes findings from Mathematica’s multi-year evaluation of Race to the Top (RTT) for the Department of Education’s Institute of Education Sciences. It describes the policies and practices states reported using in spring 2012.
As part of Mathematica’s seven-year evaluation of the Teacher Incentive Fund (TIF) program, this is the first report to describe the effects of performance-based bonuses within the TIF program.
As part of Mathematica’s seven-year evaluation of the Teacher Incentive Fund (TIF) program, this is the first report to describe the effects of performance-based bonuses within the TIF program.
As part of Mathematica’s seven-year evaluation of the Teacher Incentive Fund (TIF) program, this is the first report to describe the effects of performance-based bonuses within the TIF program.
New Jersey’s principal evaluation pilot, which took place in 14 diverse school districts in 2012/13, provides information on the extent to which measures to evaluate principals fairly and accurately differentiate principal performance.
As part of Mathematica’s evaluation of Race to the Top (RTT) and School Improvement Grants (SIG), an infographic examines if low-performing schools are adopting SIG-promoted practices.
This issue brief from Mathematica’s multi-year evaluation of SIG for the U.S. Department of Education, Institute of Education Sciences, sheds light on which individual SIG practices (and what combinations of practices) low-performing schools adopted.
This issue brief from Mathematica’s multi-year evaluation of SIG for the U.S. Department of Education, Institute of Education Sciences, sheds light on which individual SIG practices (and what combinations of practices) low-performing schools adopted.
This working paper investigates how empirical Bayes shrinkage, an approach commonly used in implementing teacher accountability systems, affects the value-added estimates of teachers of students with hard-to-predict achievement levels, such as students who have low prior achievement and receive free...