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
Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment
January 2013
Kane, T.J., McCaffrey, D.F., Miller, T., & Staiger, D.O.
This report presents an in-depth discussion of the technical methods, findings, and implications of the MET project’s random assignment study of teaching effectiveness measures.
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The Reliability of Classroom Observations by School Personnel
January 2013
Ho, A. & Kane, T.J.
This report presents an in-depth discussion of the technical methods, results, and implications of the MET project’s study of video-based classroom observations by school personnel.
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Learning about Teaching: Initial Findings from the Measures of Effective Teaching Project
Download the preliminary findings research report.
Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings of the MET Project's Three-Year Study
January 2013
This non-technical research brief for policymakers and practitioners summarizes recent analyses from the MET project on identifying effective teaching while accounting for differences among teachers’ students, on combining measures into composites, and on assuring reliable classroom observations.
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Asking Students about Teaching: Student Perception Surveys and Their Implementation
2012
No one has a bigger stake in teaching effectiveness than students. Nor are there any better experts on how teaching is experienced by its intended beneficiaries. But only recently have many policymakers and practitioners come to recognize that—when asked the right questions, in the right ways—students can be an important source of information on the quality of teaching and the learning environment in individual classrooms.
Download the policy and practice summary.
Feedback for Better Teaching: Nine Principles for Using Measures of Effective Teaching
January 2013
This brief highlights a set of guiding principles from the Bill & Melinda Gates Foundation to inform the design and implementation of high-quality teacher support and evaluation systems based on three years’ of work by the Measures of Effective Teaching (MET) project, its partners, and other leading school systems and organizations. More in-depth discussion of the MET project’s analyses to date may be found in the project’s research reports and non-technical briefs.
Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains
January 2012
This report is intended for policymakers and practitioners wanting to understand the implications of the Measures of Effective Teaching (MET) project’s interim analysis of classroom observations.
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What It Looks Like: Master Coding Videos for Observer Training and Assessment
September 2013
Catherine McClellan
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A Composite Estimator of Effective Teaching
January 8, 2013
Mihaly, K., McCaffrey, D.F., Staiger, D.O., & Lockwood, J.R.
This report presents an in-depth discussion of statistical modeling and estimating the parameters of an optimal combined measure of teacher effectiveness using data from the MET project.
Learn more: https://www.icpsr.umich.edu/web/ICPSR/series/257