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Recent calls to end the raises teachers receive for master's degrees may be ignoring research suggesting alternatives.
The recent statement by the American Statistical Association on value-added models in education offers important, policy-relevant recommendations.
Recent publicity over the testing results of the Success Academies charter chain illustrates the flawed interpretation of data in our public education discourse.
Professors Alan Daly and Kara Finnigan argue for improving value-added models by considering the importance of social interaction and collaboration in schools.
Jennifer Borgioli of Learning-Centered Initiatives wrestles with the difficult question of how to describe testing results accurately.
A discussion of why DC teacher evaluation scores are higher among teachers in lower-poverty schools, and what it means for the District's schools.
Researcher Travis Bristol discusses his work on the recruitment and retention of black male teachers in Boston Public Schools.
Evidence and arguments for those still skeptical of the idea that teachers' relationships and collaboration may be just as important as their human capital.
For Immediate Release August 24, 1999 For American Students to Measure Up, U.S. Schools Must Close a “Teaching Gap”, New Book Challenges WASHINGTON – August 24, 1999 – What will it take for American students to meet the new standards for excellence states are setting? The answer, which has become a focal point for education [...]