Search Results: (16-30 of 143 records)
|NCES 2018070||Digest of Education Statistics, 2017
The 53rd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|NCES 2018138||Mobile Digest of Education Statistics. 2017
This publication is a mobile compilation of statistical information covering education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2017.
|NCES 2018120||An Evaluation of Data From the Teacher Compensation Survey: School Year 2007-08 through 2009-
This Research and Development report summarizes the results of the data collected through NCES’ Teacher Compensation Survey (TCS) for the 2007-08, 2008-09 and 2009-10 school years. It provides an overview of the survey methodology; comparisons of TCS data with other data sources; a discussion of the advantages and disadvantages of TCS data; and findings and descriptive statistics from the years of data collected.
|NCES 2017094||Digest of Education Statistics, 2016
The 52nd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|REL 2018284||Teacher certification and academic growth among English learner students in the Houston Independent School District
This study assesses whether a teacher’s certification type (that is, being a certified bilingual teacher or a certified English as a second language [ESL] teacher) and route to certification—alternative, postbaccalaureate, traditional, or additional exam—correlate with academic growth and growth in English proficiency among English learner students in the Houston Independent School District (HISD). The student sample consisted of HISD students in grades 4 or 5 during the 2005/06–2014/15 school years who were classified as English learner students, participated in HISD's bilingual or ESL program in grades 4 or 5, and had Spanish as their home language. Data from the four most recent cohorts (2011/12–2014/15) were used for the analyses of mathematics and reading outcomes using the State of Texas Assessments of Academic Readiness (STAAR) assessment program. All cohorts were used for the analyses of the English proficiency outcomes using the Texas English Language Proficiency Assessment System assessment. The corresponding teacher sample consisted of HISD teachers who taught mathematics or reading to the student sample described. The study used student achievement models, sometimes called value-added specifications, to examine whether specific teacher certification types and routes were associated with larger achievement gains.
For math, having a teacher with bilingual certification was associated with higher student growth in achievement in grade 4 but lower growth in achievement in grade 5 compared with having a teacher without bilingual or English as a second language certification. Having a teacher with bilingual certification through the alternative route was associated with the highest growth in achievement in grade 4 math. For reading, having a teacher with bilingual certification was associated with higher student growth in achievement in grade 4 compared with having a teacher without bilingual or English as a second language certification. Having a teacher with bilingual certification through the traditional route was associated with the highest growth in achievement in grade 4 reading. For English proficiency, having a teacher with bilingual certification through the postbaccalaureate route was associated with the highest student growth in grade 4. Having a teacher with bilingual certification through the alternative route was associated with the highest growth in English proficiency in grade 5.
Given the inconsistent results, there are no clear implications for practice. Additional research might investigate alternate methods for identifying which teachers are effective.
|REL 2018283||Trends in teacher mobility in Texas and associations with teacher, student, and school characteristics
This study provides updated information regarding teacher mobility—defined as teachers moving schools or leaving the public-school system—for Texas public schools during the 2011/12 through 2015/16 school years. Descriptive information on mobility rates is presented at the regional and state levels for each school year. Mobility rates are disaggregated further into destination proportions to describe the proportion of teacher mobility due to within-district movement, between-district movement, and leaving Texas public schools. This study leverages data collected by the Texas Education Agency during the pilot of the Texas Teacher Evaluation and Support System (T-TESS) in 57 school districts in 2014/15. Analyses examine how components of the T-TESS observation rubric are related to school-level teacher mobility rates. During the 2011/12 school year, about 18.7 percent of Texas teachers moved schools within a district, moved between districts, or left the Texas Public School system. By 2015/16, this mobility rate had increased to 22.0 percent. Moving between districts was the primary driver of the increase in mobility rates. Results indicate significant links between mobility and teacher, student, and school demographic characteristics. Teachers with special education certifications left Texas public schools at nearly twice the rate of teachers with other teaching certifications. School-level mobility rates showed significant positive correlations with the proportion of special education, economically disadvantaged, low-performing, and minority students. School-level mobility rates were negatively correlated with the proportion of English learner students. Schools with higher overall observation ratings on the T-TESS rubric tended to have lower mobility rates. Findings from this study will provide state and district policymakers in Texas with updated information about trends and correlates of mobility in the teaching workforce, and offer a systematic baseline for monitoring and planning for future changes. Informed by these findings, policymakers can formulate a more strategic and targeted approach for recruiting and retaining teachers. For instance, instead of using generic approaches to enhance the overall supply of teachers or improve recruitment, more targeted efforts to attract and retain teachers in specific subject areas (for example, special education), in certain stages of their career (for example, novice teachers), and in certain geographic areas are likely to be more productive. Moreover, this analysis may enrich the existing knowledge base about schools’ teacher retention and mobility in relation to the quality of their teaching force, or may inform policy discussions about the importance of a stable teaching force for teaching effectiveness.
|NCES 2017156||2015-16 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2015-16 National Teacher and Principal Survey (NTPS) restricted-use data files. The 3 files (Public School Principal, Public School, and Public School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
|REL 2018274||The Texas Teacher Evaluation and Support System rubric: Properties and association with school characteristics
The purpose of this study was to examine the data from the 2014/15 pilot implementation of the Texas Teacher Evaluation and Support System (T-TESS) in order to understand certain properties of the T-TESS rubric, which consists of 16 dimensions classified within 4 domains of teacher effectiveness. The dataset included over 8000 teachers across 251 schools and 51 districts that participated in the pilot. Descriptive statistics were reviewed to assess the extent to which the T-TESS rubric ratings differentiate teacher effectiveness. Correlational analysis was performed to determine the internal consistency of the rubric. Uniqueness values, which resulted from a factor analysis of T-TESS’s 16 dimensions, were examined to determine whether each dimension makes some unique contribution. Lastly, regression analysis was conducted to explore the relationships between T-TESS performance ratings and school characteristics. Results indicate that in the 2014/15 pilot of T-TESS, 1.6 percent of teachers were rated as improvement needed, 24.9 percent as developing, 68.3 percent as proficient, 3.7 percent as accomplished, and 1.5 percent as distinguished based on the T-TESS rubric for teacher effectiveness. The T-TESS rubric is internally consistent at both the domain and dimension levels. All dimension-to-dimension within domains and domain-to-domain correlations are positive, suggesting that none of the domains or dimensions stand out as unrelated or contradictory to the rest of the system. Findings also suggest that the T-TESS rubric is efficient. None of the domains or dimensions are clearly redundant, as supported by findings that no correlation is close to one. In addition, an analysis of uniqueness reveals that each dimension makes some unique contribution. Although statistically significant relationships are found between observation ratings and school characteristics, the combination of observed student and school characteristics explains, at most, approximately 8 percent of the variation in overall observation ratings for high schools, and explains even less for elementary and middle schools. One area for future research is the validation of the ratings with other measures of teacher effectiveness, such as student growth. However, the validity of a teacher evaluation system itself may not necessarily translate into improvements in teacher effectiveness or into long-term outcomes, such as teacher retention and greater student achievement. Therefore, further research could explore whether the implementation of such systems do in fact relate to the more distal measures.
|REL 2017273||Opportunities for teacher professional development in Oklahoma rural and nonrural schools
The purpose of this study was to fill the gap in statewide information about teacher professional development opportunities in Oklahoma and compare the opportunities in rural and nonrural schools. The Regional Educational Laboratory Southwest, along with members of the Oklahoma Rural Schools Research Alliance, developed a survey that measured how professional development is structured, how it is planned, and what supports and barriers teachers may face in accessing professional development. The sampling frame was obtained from the website of the Oklahoma State Department of Education. Principals from 1,609 public elementary and secondary schools in Oklahoma were invited to participate in the online universe survey. The Office of Educational Quality and Accountability administered the survey in spring 2016, and 51.3 percent of the principals completed the survey. A nonresponse bias analysis was conducted, and nonresponse weights were created. All the results were adjusted by the nonresponse weights. In the descriptive results, Oklahoma schools are divided into rural versus nonrural schools using the urban-centric locale classification in the 2013/14 Common Core Data. The results report differences between rural and nonrural schools if they are significant at the p < .05 level based on a t-test and if the difference is at least 5 percentage points. Results indicate that the majority of rural schools in Oklahoma offer multiple types of professional development structures for teachers, such as conferences and workshops. However, rural schools offer fewer types than do nonrural schools. The biggest barrier that keeps both rural and nonrural teachers from attending any type of professional development is scheduling conflicts with other school or professional activities, and the barrier is more prevalent for rural teachers. The findings of this study show that rural schools provide a substantial amount of support for their teachers’ professional development, but the support is less likely in rural schools than in nonrural schools to be provided by peers (e.g., common planning and collaboration time, teacher-led coaching and mentoring, and collaborative learning). Rural schools could look for ways to increase collaborative learning between teachers so that teachers can support and mentor each other. Taking greater advantage of online resources could help rural schools supplement local, in-person professional development.
|WWC IRTTEC675||TNTP Teaching Fellows
This What Works Clearinghouse (WWC) intervention report in the Teacher Training, Evaluation, and Compensation topic area summarizes the research on TNTP Teaching Fellows teachers and their impacts on academic achievement. TNTP Teaching Fellows is a highly selective route to teacher certification that aims to prepare people to teach in high-need public schools. The program recruits professionals seeking to change careers and recent college graduates who are not certified teachers.
After reviewing the available research, the WWC found one study of TNTP Teaching Fellows teachers and their impacts on academic achievement that meets WWC group design standards. The study included 4,116 middle and high school students in nine school districts in eight states. Based on this study, the WWC found that TNTP Teaching Fellows teachers have no discernible effects on the mathematics achievement of middle and high school students.
|NCES 2017092||A Quarter Century of Changes in the Elementary and Secondary Teaching Force: From 1987 to 2012
This report looks at changes in several key characteristics of the teaching force between the 1987-88 and 2011-12 school years, including the number of teachers, the level of teaching experience, and the racial/ethnic diversity of the teaching force. The report focuses on how these demographic changes varied across different types of teachers and schools.
Among the findings about changes in the teacher workforce over this 25 year period:
This report utilizes data from the Schools and Staffing Survey (SASS), a large-scale sample survey of elementary and secondary teachers and schools in the United States. SASS has been conducted seven times—in school years 1987-88, 1990-91, 1993-94, 1999-2000, 2003-04, 2007-08, and 2011-12.
|NCES 2017056||Certification Status and Experience of U.S. Public School Teachers: Variations Across Student Subgroups
This report provides a snapshot of the extent to which U.S. public schools students are taught by certified and experienced teachers using two available datasets. The Schools and Staffing Survey (SASS) provides a comprehensive picture, as it includes teachers of K–12 students in all subjects and the National Assessment of Educational Progress (NAEP) provides a picture specific to grades 4 and 8. In addition, NAEP data are directly related to teachers of two key subjects: reading and mathematics. SASS data are available for the 2011–12 school year and NAEP data are available for 2013 and 2015.
|REL 2017215||Stated Briefly: Teacher demographics and
evaluation: A descriptive study in a large urban district
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This descriptive study analyzed teacher characteristics, such as age, race, and gender and teachers' evaluation outcomes in a large, urban district in the Northeast. Descriptive analyses of frequencies were conducted to examine the characteristics, summative performance ratings, and improvement on ratings over time for approximately 3,000 teachers in each year (2012/13, 2013/14, and 2014/15). Results indicate that a disproportionate percentage of teachers age 50 and older, black teachers, and male teachers were rated below proficient compared to their representation in the total population of teachers. Examining the data over three years revealed that while the percentage of older teachers, black teachers, and male teachers who received below proficient ratings decreased over time in some cases, the gaps between their ratings and the ratings of their younger, white, and female counterparts persisted. Moreover, these analyses revealed that the percentage of teachers who improved their ratings during all three year-to-year comparisons did not vary by teacher characteristics, that is, by race, age, or gender. These results suggest that there are meaningful differences in teachers' evaluation outcomes by age, race, and gender, and that these differences have persisted over time. Therefore, the district may want to consider what programs or policies aimed specifically at these teachers and their evaluators may increase their chances for improvement and reduce the gaps. In addition, longitudinal research is needed to examine whether these patterns continue to persist over time or whether district-level interventions and supports might reduce the gaps or otherwise address the disproportionate below proficient ratings among teachers in certain groups.
|NCES 2016014||Digest of Education Statistics, 2015
The 51st in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|NCEE 20174010||Does Content-Focused Teacher Professional Development Work? Findings from Three Institute of Education Sciences Studies
Subject knowledge is widely viewed as important for teaching, and professional development (PD) often aims to build such knowledge. This brief synthesizes findings from three large-scale random assignment studies of PD that were conducted by the National Center for Education Evaluation and Regional Assistance in the Institute of Education Sciences. Although the PD programs in each study were different, they all emphasized building teachers' content knowledge or knowledge about content-specific pedagogy. The programs combined summer institutes with periodic teacher meetings and coaching during the school year. These programs were compared to the substantially less intensive PD that teachers typically received in study districts. The studies found that the PD boosted teachers' subject knowledge and some aspects of instructional quality, but did not have a positive impact on student achievement. The studies also found that most of the measured aspects of teachers' knowledge and practice were not correlated with student achievement. This consistent pattern of findings suggests that future studies should seek to better understand on what aspects of teacher knowledge and practice PD should focus, and how PD can achieve a larger impact on this knowledge and practice.