Sentences with phrase «relative effectiveness of teachers»

That's why there is intense interest now in finding better ways to judge the relative effectiveness of teachers.

Muralidharan evaluated four different facets of the program including the impact of performance pay on learning, whether it led to any negative consequences on the teachers, the difference between group incentives and individual, and the relative effectiveness of teacher performance pay versus spending the same money on additional school inputs.

Not exact matches

If it does not, we will end up drawing false conclusions about the relative effectiveness of these students» teachers and schools.

Of course, the effects of moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesOf course, the effects of moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesof moving to a system of compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesof compensation based on assessment by principals depend on the relative importance they place on a teacher's ability to raise standardized test scores when making overall assessments of teachers» effectivenesof teachers» effectiveness.

It is now possible to provide some answers to these questions by exploring the relative effectiveness of recently hired New York City public school teachers who entered the profession through alternate routes.

Further, research into effects of multimedia relating to comprehension of and motivation toward reading have suffered due to a lack of rigor, affected by the classroom teacher's ambivalence toward the relative effectiveness of technology and by the fact that the teacher is often too heavily invested in text - based forms of communications (Reinking, 2005).

Friedman was speaking specifically about value - added ratings of teachers — which use student scores on standardized tests to determine a teacher's relative effectiveness — and whether they are sufficiently accurate and reliable to guide personnel decisions.

This can occur, regardless of what is actually happening in terms of actual effectiveness across America's classrooms, when the purported value that teachers add to or detract from student learning (i.e., 50 % of the state's model) is to substantively count, because VAM output is not calculated in absolute terms, but rather in relative or normative terms.

On this note, and «[i] n sum, recent research on value added tells us that, by using data from student perceptions, classroom observations, and test score growth, we can obtain credible evidence [albeit weakly related evidence, referring to the Bill & Melinda Gates Foundation's MET studies] of the relative effectiveness of a set of teachers who teach similar kids [emphasis added] under similar conditions [emphasis added]... [Although] if a district administrator uses data like that collected in MET, we can anticipate that an attempt to classify teachers for personnel decisions will be characterized by intolerably high error rates [emphasis added].

And they also noted that any causal claim about the relative effectiveness of test prep would require some effort to address the endogeneity of which teachers engage in more test prep.

By design, SGP models do not purport to provide causal estimates of teacher effectiveness (though this does not necessarily imply that they are less accurate measures); they are intended as a descriptive measure of what is — of test score gains relative to other students who scored similarly in the past.»

Prior to the new system, teacher effectiveness was negatively correlated with district exit and we show that the policy significantly strengthened this relationship, primarily by increasing the relative likelihood of exit for teachers in the bottom quintile of the quality distribution.