How do we measure the specialized content knowledge required to teacher mathematics?

The Mathematical Knowledge for Teaching (MKT) instrument is a tool for measuring the specialized knowledge K-8 teachers of mathematics use in teaching. Since its creation, MKT items have been widely used in evaluating teacher learning in professional development programs and investigating the relationship between teachers’ knowledge and practice.... Read more about Mathematical Knowledge for Teaching Measures: Refreshing the Item Pool

The MQI is a Common Core-aligned observational rubric that provides a framework for analyzing mathematics instruction in several domains. Within each of the five domains, individual codes contain score points that categorize instruction into different levels of quality. The MQI was developed in order to provide a both multidimensional and balanced view of mathematics instruction.... Read more about Mathematical Quality of Instruction (MQI)

In recent years, the U.S. government has funded dozens of cluster-randomized trials that seek to evaluate the impact of science, technology, engineering and mathematics (STEM) curriculum materials and teacher professional development on student outcomes. This project synthesizes evidence from these studies, along with evidence from prior causal studies, in an effort to identify the characteristics of effective pre-K-12 programs.

The Partnering in Education Research (PIER) Fellowship is designed to train Harvard University doctoral students on how to conduct quantitative education research in partnership with school districts and state education agencies.... Read more about Partnering in Education Research (PIER) Fellowship

What is the impact of attending Teacher Launch among graduates of traditional, post-baccalaureate teacher preparation programs who apply to the program?

CEPR has partnered with Match Education’s Sposato Graduate School of Education on the Teacher Launch Project (TLP), which is an intense four-week summer training and 20-week coaching intervention for new teachers.
... Read more about Teacher Launch Project

How are multiple measures used in teacher evaluation related to one another and student learning? 

In July 2009, NCTE commenced a six-year effort to join disparate strands of education research, and develop a deeper and more comprehensive understanding of how to measure teacher and teaching effectiveness.... Read more about National Center for Teacher Effectiveness

CEPR Faculty Director Tom Kane led the the Measures of Effective Teaching (MET) project, a $52 million study sponsored by the Bill & Melinda Gates Foundation. Dramatically better student outcomes will require dramatically different teaching. And dramatically different teaching will require better feedback for teachers. The project brought together 3,000 teacher volunteers in six different school districts with dozens of education experts and researchers to reinvent the way teacher evaluations are done.¹

Did video technology improve the classroom observation process?

The Best Foot Forward Project investigated whether video technology can make the classroom observation process easier to implement, less costly, and more valid and reliable. In a randomized controlled trial, the study team put cameras in the hands of teachers and allowed them to select their best lessons for evaluation. Researchers aimed to learn whether digital video made the observation process more acceptable to teachers and administrators.... Read more about Best Foot Forward Project

What is the impact of rubric-based coaching on teacher instructional practice and student achievement outcomes?

This research study included the development and implementation of the MQI Coaching Cycle, as well as a rigorous evaluation of the program’s effectiveness using a teacher-level random assignment design.... Read more about Developing Common Core Classrooms Through Rubric-Based Coaching

What is the optimal level of facilitation in teachers’ discussions and the effect of contributing their own video?

This study is investigating the conditions of effective video-based math professional development and the use of an observational instrument as a common language for teachers to use to talk about their practice.... Read more about Exploring Methods for Improving Teachers’ Mathematical Quality of Instruction

What is the current state of mathematics education in the United States?

We suspect that mathematics teaching has changed tremendously in the last two decades, as new teaching methods, technologies and curriculum materials have appeared in classrooms. This study has been designed to understand the consequences of these changes for instruction.... Read more about Middle School Mathematics Teachers and Teaching Survey

Funded by the Bill & Melinda Gates Foundation, this study is examining the relationship of TNTP’s evaluation system for new teachers to student outcomes in Louisiana. Scholars from Brown University and the University of Michigan are also involved in this work.