Browsing by FAS Department "Quantitative Policy Analysis in Education"
Now showing items 1-4 of 4
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Estimating the Impact of Receiving a Higher Evaluation Rating on Early-Career Teacher Turnover and Its Relationship to School Context
(2015-05-08)Teacher evaluation systems have gone through widespread changes in recent years. These new systems have the potential to influence early-career teachers’ career trajectories because of their increase in rigor and ties to ... -
The Predictive Validity of Information From Clinical Practice Lessons: Experimental Evidence From Argentina
(2015-05-17)A growing number of teacher preparation programs require trainees to practice teaching. Yet, there is almost no evidence on whether the performance of individuals during clinical practice lessons predicts how they fare ... -
School Choice and Educational Opportunities: The Upper-Secondary Student-Assignment Process in Mexico City
(2015-05-15)Many education systems around the world use a centralized admission process to assign students to schools. By definition, some applicants to oversubscribed schools are not offered admission to their most-preferred school. ... -
Separating the Signal From the Noise: An Examination of Student and Teacher Scores Based on Student Learning Objectives (SLOs) in One State
(2015-05-15)Despite the prevalence of student learning objectives (SLOs) in teacher evaluation systems throughout the United States, research on the validity of student and teacher SLO scores used for high-stakes decisions is lacking. ...