# National Center for Teacher Effectiveness ## National Center for Teacher Effectiveness ***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. **NCTE is developing valid measures of effective mathematics teaching to be shared with practitioners, policymakers, and researchers.** The measures may help target and plan teacher training, and improve teacher observation and feedback processes. ![NCTE](/sites/g/files/omnuum9881/files/styles/hwp_21_9__1920x825/public/2025-06/ncte.jpg?itok=jQzwaZtq) **Location:** Massachusetts, Georgia & Washington, D.C. There are three key strands of the work: - The core study *Developing Measures of Effective Mathematics Teaching*, which included a extensive data collection effort, and the development of valid and reliable tools to the field of education. [Read the research overview](/ncte-research-methods). - Supplementary studies that aim to be responsive to the needs of education practitioners and policymakers. These studies investigate [professional environments](/publications/can-professional-environments-schools-promote-teacher-development), [teacher effects](/publications/knowledge-tests-and-fadeout-educational-interventions), [teacher evaluation systems](/publications/effect-evaluation-performance-evidence), and [item response theory](/publications/using-item-response-theory-learn-about-observational-instruments). - National leadership activities such as conferences and webinars. You can learn more about these topics by accessing our resources below. *The project is led by Harvard Graduate School of Education Professors Thomas J. Kane and Heather Hill, Dartmouth College Professor Douglas O. Staiger, and Project Director Corinne Herlihy.* Partners People Resources News ## Partners ### Education Agencies With the goal of positioning ourselves as a national resource on teacher effectiveness research, we have partnered with four school districts on the east coast to conduct rigorous research, develop tools, and share best practices and lessons learned in teacher evaluation and professional development. ### Funder The National Center for Teacher Effectiveness is supported by the [Institute of Education Sciences](http://www.ies.ed.gov/), U.S. Department of Education, through Grant R305C090023 to the Center for Education Policy Research at Harvard University. ## People [### Johanna Barmore ](/people/johanna-barmore)Research Assistant Doctoral Student Harvard Graduate School of Education Johanna Barmore is a doctoral student in the education policy, leadership, and instructional practice concentration at the Harvard Graduate Sch ool of Education. Her research interests include examining how policy impacts teachers' instructional practice... ![johanna-barmore.jpg](/sites/g/files/omnuum9881/files/styles/hwp_4_5__690x865/public/cepr/files/johanna-barmore.jpg?itok=PUVk7CUk) [### David Blazar ](/people/david-blazar)Affiliated Researcher, SDP Fellowship Faculty Advisor Assistant Professor of Education Policy and Economics Faculty Director, Maryland Equity Project David Blazar is an Assistant Professor of Education Policy and Economics at the University of Maryland. His research examines teacher labor markets, with a focus on professional learning, organizational contexts of schools and districts, and... ![David Blazar](/sites/g/files/omnuum9881/files/styles/hwp_4_5__690x865/public/cepr/files/blazar_2.jpeg?itok=Ohz6FBBa) [### Elizabeth Cascio ](/people/elizabeth-cascio)Affiliated Researcher Associate Professor of Economics Dartmouth College ![image001.jpg](/sites/g/files/omnuum9881/files/styles/hwp_4_5__690x865/public/image001.jpg?itok=A-g7xPxX) [### Mark Chin ](/people/mark-chin-0)Assistant Professor of Education Policy and Inequality, Vanderbilt University Partnering in Education Research (PIER) Fellow Alum Job Market Paper: Breaking rank? An investigation of families’ preferences for schools and their causal moderators Dissertation Committee: Martin West, David Deming, Desmond Ang Research Interests: School Integration, School Choice, Racial Attitudes/Bias... ![Mark Chin](/sites/g/files/omnuum9881/files/styles/hwp_4_5__690x865/public/cepr/files/linderpix-harvardsdp-50827-web_1_0_0_0_0_0.jpg?itok=mOnGT_DK) [### Claire Gogolen ](/people/claire-gogolen) [claire\_gogolen@gse.harvard.edu](mailto:claire_gogolen@gse.harvard.edu)Senior Project Manager, Mathematics Teaching and Teacher Learning program As the senior manager for the Mathematics Teaching and Teacher Learning Program at Harvard University's Center for Education Policy Research, Claire oversees the development, delivery, and expansion of new mathematics coaching frameworks. In her time at... ![claire-gogolen_7_0.jpg](/sites/g/files/omnuum9881/files/styles/hwp_4_5__690x865/public/cepr/files/claire-gogolen_7_0.jpg?itok=c5VnAk2R) - Previous page chevron\_left - [1](?page=0%2C0 "Current page") - [2](?page=1%2C0 "Go to page 2") - [3](?page=2%2C0 "Go to page 3") - [ Next page chevron\_right ](?page=1%2C0 "Go to next page") ## Resources Download 25 citations download- [BibTeX](/bibcite/export?pager_style=standard_pager&number_of_items=12&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_focusareas1%5D%5B0%5D%5Btarget_id%5D=89731&taxonomy_filters%5Bfield_hwp_c_partners%5D&taxonomy_filters%5Bfield_hwp_c_poi1234%5D&taxonomy_filters%5Bfield_hwp_c_projectname%5D%5B0%5D%5Btarget_id%5D=90356&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B0%5D%5Btarget_id%5D=90261&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B1%5D%5Btarget_id%5D=90271&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B2%5D%5Btarget_id%5D=90276&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B3%5D%5Btarget_id%5D=90266&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B4%5D%5Btarget_id%5D=90281&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B5%5D%5Btarget_id%5D=90286&&&format=bibtex) - 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[PubMedId](/bibcite/export?pager_style=standard_pager&number_of_items=12&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_focusareas1%5D%5B0%5D%5Btarget_id%5D=89731&taxonomy_filters%5Bfield_hwp_c_partners%5D&taxonomy_filters%5Bfield_hwp_c_poi1234%5D&taxonomy_filters%5Bfield_hwp_c_projectname%5D%5B0%5D%5Btarget_id%5D=90356&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B0%5D%5Btarget_id%5D=90261&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B1%5D%5Btarget_id%5D=90271&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B2%5D%5Btarget_id%5D=90276&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B3%5D%5Btarget_id%5D=90266&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B4%5D%5Btarget_id%5D=90281&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B5%5D%5Btarget_id%5D=90286&&&format=pubmed_id) - [RIS](/bibcite/export?pager_style=standard_pager&number_of_items=12&sort_field=bibcite_year--desc&taxonomy_filters%5Bfield_hwp_c_focusareas1%5D%5B0%5D%5Btarget_id%5D=89731&taxonomy_filters%5Bfield_hwp_c_partners%5D&taxonomy_filters%5Bfield_hwp_c_poi1234%5D&taxonomy_filters%5Bfield_hwp_c_projectname%5D%5B0%5D%5Btarget_id%5D=90356&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B0%5D%5Btarget_id%5D=90261&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B1%5D%5Btarget_id%5D=90271&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B2%5D%5Btarget_id%5D=90276&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B3%5D%5Btarget_id%5D=90266&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B4%5D%5Btarget_id%5D=90281&taxonomy_filters%5Bfield_hwp_c_resourcetype12345678%5D%5B5%5D%5Btarget_id%5D=90286&&&format=ris) ### Working Paper McGinn, D., Kelcey, B., Hill, H., & Chin, M. (n.d.). *[Using Item Response Theory to Learn about Observational Instruments](/publications/using-item-response-theory-learn-about-observational-instruments)*. McGinn, D., Kelcey, B., Hill, H., & Chin, M. (n.d.). *[Using Item Response Theory to Learn about Observational Instruments](/publications/using-item-response-theory-learn-about-observational-instruments)*. - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfRead the paper summary](/sites/g/files/omnuum9881/files/cepr/files/ncte-conference-ncme-mcginn.pdf) As many states are slated to soon use scores derived from classroom observation instruments in high-stakes decisions, developers must cultivate methods for improving the functioning of these instruments. We show how multidimensional, multilevel item... - [ picture\_as\_pdfRead the paper summary](/sites/g/files/omnuum9881/files/cepr/files/ncte-conference-ncme-mcginn.pdf) Chin, M., & Goldhaber, D. (2015). *[Exploring Explanations for the "Weak" Relationship Between Value Added and Observation-Based Measures of Teacher Performance](/publications/exploring-explanations-weak-relationship-between-value-added-and-observation-based)*. Chin, M., & Goldhaber, D. (2015). *[Exploring Explanations for the "Weak" Relationship Between Value Added and Observation-Based Measures of Teacher Performance](/publications/exploring-explanations-weak-relationship-between-value-added-and-observation-based)*. - [ picture\_as\_pdfExploring Explanations fo...](/sites/g/files/omnuum9881/files/cepr/files/sree2015_simulation_working_paper.pdf) - [ picture\_as\_pdfExploring Explanations fo...](/sites/g/files/omnuum9881/files/cepr/files/sree2015_simulation_working_paper.pdf) Kelcey, B., McGinn, D., Hill, H. C., & Charalambous, C. (n.d.). *[The Generalizability of Item Parameters Across Lessons](/publications/generalizability-item-parameters)*. Kelcey, B., McGinn, D., Hill, H. C., & Charalambous, C. (n.d.). *[The Generalizability of Item Parameters Across Lessons](/publications/generalizability-item-parameters)*. - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfDimensionality and Genera...](/sites/g/files/omnuum9881/files/cepr/files/ncte-conference-ncme-kelcey.pdf) The purpose of this study is to investigate three aspects of construct validity for the Mathematical Quality of Instruction classroom observation instrument: (1) the dimensionality of scores, (2) the generalizability of these scores across districts, and... - [ picture\_as\_pdfDimensionality and Genera...](/sites/g/files/omnuum9881/files/cepr/files/ncte-conference-ncme-kelcey.pdf) Blazar, D., Litke, E., Barmore, J., & Gogolen, C. (n.d.). *[What Does It Mean to be Ranked a "High" or "Low" Value-Added Teacher? Observing Differences in Instructional Quality Across Districts](/publications/meaning-high-and-low-value-added-teaching-observing-differences-instructional)*. Blazar, D., Litke, E., Barmore, J., & Gogolen, C. (n.d.). *[What Does It Mean to be Ranked a "High" or "Low" Value-Added Teacher? Observing Differences in Instructional Quality Across Districts](/publications/meaning-high-and-low-value-added-teaching-observing-differences-instructional)*. - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfWhat Does It Mean to be R...](/sites/g/files/omnuum9881/files/cepr/files/ncte-meaning-high-low-value-added.pdf) Education agencies are evaluating teachers using student achievement data. However, very little is known about the comparability of test-based or "value-added" metrics across districts and the extent to which they capture variability in classroom... - [ picture\_as\_pdfWhat Does It Mean to be R...](/sites/g/files/omnuum9881/files/cepr/files/ncte-meaning-high-low-value-added.pdf) Bacher-Hicks, A., Chin, M., Hill, H., & Staiger, D. (n.d.). *[Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions](/publications/explaining-teacher-effects-results-national-center-teacher-effectiveness-main)*. Bacher-Hicks, A., Chin, M., Hill, H., & Staiger, D. (n.d.). *[Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions](/publications/explaining-teacher-effects-results-national-center-teacher-effectiveness-main)*. - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfExplaining Teacher Effect...](/sites/g/files/omnuum9881/files/cepr/files/ncte-explaining-teacher-effects.pdf) Researchers have identified many characteristics of teachers and teaching that contribute to student outcomes. However, most studies investigate only a small number of these characteristics, likely underestimating the overall contribution. In this paper... - [ picture\_as\_pdfExplaining Teacher Effect...](/sites/g/files/omnuum9881/files/cepr/files/ncte-explaining-teacher-effects.pdf) ### 2015 Blazar, D. (2015). [Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement](/publications/effective-teaching-elementary-mathematics-identifying-classroom-practices-support-0). *Economics of Education Review*, *48*, 16-29. Blazar, D. (2015). [Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement](/publications/effective-teaching-elementary-mathematics-identifying-classroom-practices-support-0). *Economics of Education Review*, *48*, 16-29. - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](http://www.sciencedirect.com/science/article/pii/S0272775715000710) - [ picture\_as\_pdfblazar\_2015\_effective\_tea...](/sites/g/files/omnuum9881/files/cepr/files/blazar_2015_effective_teaching_in_elementary_mathematics_eer.pdf) Recent investigations into the education production function have moved beyond traditional teacher inputs, such as education, certification, and salary, focusing instead on observational measures of teaching practice. However, challenges to identification... - [ descriptionPublisher's Version](http://www.sciencedirect.com/science/article/pii/S0272775715000710) - [ picture\_as\_pdfblazar\_2015\_effective\_tea...](/sites/g/files/omnuum9881/files/cepr/files/blazar_2015_effective_teaching_in_elementary_mathematics_eer.pdf) Blazar, D., Braslow, D., Charalambous, C., & Hill, H. (2015). *[Attending to General and Content-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments](/publications/attending-general-and-content-specific-dimensions-teaching-exploring-factors)*. Blazar, D., Braslow, D., Charalambous, C., & Hill, H. (2015). *[Attending to General and Content-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments](/publications/attending-general-and-content-specific-dimensions-teaching-exploring-factors)*. - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfAttending to General and ...](/sites/g/files/omnuum9881/files/cepr/files/blazar_et_al_attending_to_general_and_content_specific_dimensions_of_teaching.pdf) New observation instruments used in research and evaluation settings assess teachers along multiple domains of teaching practice, both general and content-specific. However, this work infrequently explores the relationship between these domains. In this... - [ picture\_as\_pdfAttending to General and ...](/sites/g/files/omnuum9881/files/cepr/files/blazar_et_al_attending_to_general_and_content_specific_dimensions_of_teaching.pdf) Hill, H., Charalambous, C., & Chin, M. (2015). *[Teacher Characteristics and Student Learning: Toward a More Comprehensive Examination of the Association](/publications/teacher-characteristics-and-student-learning-toward-more-comprehensive-examination)*. Hill, H., Charalambous, C., & Chin, M. (2015). *[Teacher Characteristics and Student Learning: Toward a More Comprehensive Examination of the Association](/publications/teacher-characteristics-and-student-learning-toward-more-comprehensive-examination)*. - [ picture\_as\_pdfTeacher Characteristics a...](/sites/g/files/omnuum9881/files/cepr/files/hill_charalambous_chin_teacher_characteristics_aera2015.pdf) - [ picture\_as\_pdfTeacher Characteristics T...](/sites/g/files/omnuum9881/files/cepr/files/hill_charalambous_chin_teacher_characteristics_tables_aera2015_docx.pdf) - [ picture\_as\_pdfTeacher Characteristics a...](/sites/g/files/omnuum9881/files/cepr/files/hill_charalambous_chin_teacher_characteristics_aera2015.pdf) - [ picture\_as\_pdfTeacher Characteristics T...](/sites/g/files/omnuum9881/files/cepr/files/hill_charalambous_chin_teacher_characteristics_tables_aera2015_docx.pdf) Hill, H., Chin, M., & Blazar, D. (2015). *[Teachers’ Knowledge of Students: Defining a Domain](/publications/teachers-knowledge-students-defining-domain)*. Hill, H., Chin, M., & Blazar, D. (2015). *[Teachers’ Knowledge of Students: Defining a Domain](/publications/teachers-knowledge-students-defining-domain)*. - [ picture\_as\_pdfTeachers’ knowledge of ...](/sites/g/files/omnuum9881/files/cepr/files/hill_chin_blazar_knowledge_of_students_aera2015.pdf) - [ picture\_as\_pdfTeachers’ knowledge of ...](/sites/g/files/omnuum9881/files/cepr/files/hill_chin_blazar_knowledge_of_students_aera2015.pdf) ### 2014 Kraft, M., & Papay, J. (2014). [Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience](/publications/can-professional-environments-schools-promote-teacher-development). *Educational Evaluation and Policy Analysis*, *36*(4), 476-500. Kraft, M., & Papay, J. (2014). [Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience](/publications/can-professional-environments-schools-promote-teacher-development). *Educational Evaluation and Policy Analysis*, *36*(4), 476-500. - add\_circle do\_not\_disturb\_on Abstract - [ descriptionPublisher's Version](http://epa.sagepub.com/content/36/4/476.abstract) - [ picture\_as\_pdfCan Professional Environm...](/sites/g/files/omnuum9881/files/cepr/files/ncte-kraft-papay-prof-env-t-dev.pdf) Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers, and... - [ descriptionPublisher's Version](http://epa.sagepub.com/content/36/4/476.abstract) - [ picture\_as\_pdfCan Professional Environm...](/sites/g/files/omnuum9881/files/cepr/files/ncte-kraft-papay-prof-env-t-dev.pdf) Braslow, D., & Humez, A. (2014). *[Using Surveys as Proxies for Observations in Measuring Mathematics Instruction](/publications/using-surveys-proxies-observations-measuring-mathematics-instruction)*. Braslow, D., & Humez, A. (2014). *[Using Surveys as Proxies for Observations in Measuring Mathematics Instruction](/publications/using-surveys-proxies-observations-measuring-mathematics-instruction)*. - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfUsing Surveys as Proxies ...](/sites/g/files/omnuum9881/files/cepr/files/ncte-conference-ncme-braslow.pdf) Using data from elementary mathematics teachers, we examine the correspondence between self-reports and observational measures of two instructional dimensions--reform-orientation and classroom climate--and the relative ability of these measures to predict... - [ picture\_as\_pdfUsing Surveys as Proxies ...](/sites/g/files/omnuum9881/files/cepr/files/ncte-conference-ncme-braslow.pdf) Blazar, D., Gogolen, C., Hill, H., Humez, A., & Lynch, K. (2014). *[Predictors of Teachers’ Instructional Practices](/publications/predictors-teachers-instructional-practices)*. Blazar, D., Gogolen, C., Hill, H., Humez, A., & Lynch, K. (2014). *[Predictors of Teachers’ Instructional Practices](/publications/predictors-teachers-instructional-practices)*. - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfPredictors of Teachers’...](/sites/g/files/omnuum9881/files/cepr/files/ncte-predictors-teachers-instructional-practice.pdf) We extend this line of research by investigating teacher career and background characteristics, personal resources, and school and district resources that predict an array of instructional practices identified on a mathematics-specific observational... - [ picture\_as\_pdfPredictors of Teachers’...](/sites/g/files/omnuum9881/files/cepr/files/ncte-predictors-teachers-instructional-practice.pdf) - Previous page chevron\_left - [1](?page=0%2C0%2C0%2C0 "Current page") - [2](?page=1%2C0%2C0%2C0 "Go to page 2") - [3](?page=2%2C0%2C0%2C0 "Go to page 3") - [ Next page chevron\_right ](?page=1%2C0%2C0%2C0 "Go to next page") ## News [### Do Value-Added Estimates Identify Causal Effects of Teachers and Schools? ](/news/do-value-added-estimates-identify-brookings) October 30, 2014 In 25 years as an education researcher, I have never witnessed a rapid outpouring of new research in education such as we’ve seen in recent years. In what may be the most important byproduct of the No Child Left Behind Act and the Institute of Education... [### Who is an Effective Teacher? ](/news/who-effective-teacher) June 12, 2013 CEPR Faculty Director Thomas Kane discusses the minimum standard of effectiveness for teachers in the following Brookings Institution paper. As states and districts implement new teacher evaluation systems, they will struggle to differentiate between... [### Prioritizing Teaching Quality in a New System of Teacher Evalaution ](/news/ncte-leaders-heather-hill-and-corinne-herlihy-publish-article-systems-teacher-evaluation) November 11, 2011 National Center for Teacher Effectiveness (NCTE) leaders Heather Hill and Corinne Herlihy emphasize the importance of focusing on the quality of teaching, and not "teacher quality," in the following article published in the Education Outlook Series by the... - Previous page chevron\_left - [1](?page=0%2C0%2C0%2C0%2C0%2C0 "Current page") - [2](?page=1%2C0%2C0%2C0%2C0%2C0 "Go to page 2") - [3](?page=2%2C0%2C0%2C0%2C0%2C0 "Go to page 3") - [ Next page chevron\_right ](?page=1%2C0%2C0%2C0%2C0%2C0 "Go to next page") ## Methods In the fall of 2010, NCTE commenced three years of data collection and observations of math instruction across approximately 50 schools and 300 classrooms, respectively. Data was collected from several sources, including multiple classroom observations, student assessment data, and teacher surveys to accurately capture how teachers impact student achievement. Learn more about the findings [in the teacher effectiveness section of our publications](https://prod-cepr.drupalsites.harvard.edu/focus-areas/teacher-effectiveness). *Data Collection Components*: - Video observations of math instruction (in classroom, length of math lesson) - three video observations per year - coding of practices along multiple rubrics - Survey of teacher characteristics and measures of teachers’ mathematical knowledge for teaching (take home, 60 min.) - Student engagement surveys (in classroom, 10 min.) - captures interest and effort in math, interaction with their teachers, and attitudes and behaviors in school - Supplemental measures of student achievement (in classroom, 60 min.) - focus on a handful of math concepts that are fundamental to progressing in mathematics in these grade levels. *School Eligibility Requirements*: In order to have been eligible to participate in the study, schools must have had at least two teachers of math in Grade 4 and/or two teachers of math in Grade 5. The school principal and teachers must also have agreed to have teachers assigned to classes in Year 3 (2012–13) through the following process: 1. The principal/teachers will draw up classroom rosters as usual. 2. Working with NCTE staff, the principal will assign participating teachers to classes (or math class rosters) in their grade by lottery. ## Featured Resource Download 1 citation download- [BibTeX](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=576916&&format=bibtex) - [EndNote X3 XML](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=576916&&format=endnote8) - [EndNote 7 XML](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=576916&&format=endnote7) - [Endnote tagged](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=576916&&format=tagged) - [Marc](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=576916&&format=marc) - [PubMedId](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=576916&&format=pubmed_id) - [RIS](/bibcite/export?pager_style=no_pager&number_of_items=12&sort_field=bibcite_year--desc&&content_filter%5B0%5D=576916&&format=ris) ### Working Paper Bacher-Hicks, A., Chin, M., Hill, H., & Staiger, D. (n.d.). *[Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions](/publications/explaining-teacher-effects-results-national-center-teacher-effectiveness-main)*. Bacher-Hicks, A., Chin, M., Hill, H., & Staiger, D. (n.d.). *[Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions](/publications/explaining-teacher-effects-results-national-center-teacher-effectiveness-main)*. - add\_circle do\_not\_disturb\_on Abstract - [ picture\_as\_pdfExplaining Teacher Effect...](/sites/g/files/omnuum9881/files/cepr/files/ncte-explaining-teacher-effects.pdf) Researchers have identified many characteristics of teachers and teaching that contribute to student outcomes. However, most studies investigate only a small number of these characteristics, likely underestimating the overall contribution. In this paper... - [ picture\_as\_pdfExplaining Teacher Effect...](/sites/g/files/omnuum9881/files/cepr/files/ncte-explaining-teacher-effects.pdf) ## Tools NCTE sought to provide valid and reliable tools for the field of education. The links below will connect you to the instruments that NCTE developed and/or used in the core study. Additionally, NCTE developed a Video Library that contains video examples of a range classroom mathematics instruction in the United States, and project data from the core study is archived at the Interuniversity Consortium for Political and Social Research (ICPSR). Open all sections Close all sections ### Data Archive expand\_more The NCTE data is currently housed at the Inter-university Consortium for Political and Social Research (ICPSR) at the University of Michigan. The data may be accessed by creating an account on the ICPSR [website](https://www.icpsr.umich.edu/icpsrweb/ICPSR/studies/36095?q=national%20center%20for%20teacher%20effectiveness&searchSource=icpsr-landing). The datasets include: - Class Observations (ratings using CLASS instrument) - Mathematical Quality of Instruction - Student Questionnaire - Value Added Scores - Student Administrative Data - Teacher Background Questionnaire - Teacher Fall and Spring Questionnaires - Student Alternative Math Assessment Responses - Student Random Assignment Roster - Main Study Codebook Teacher background information includes number of years of experience, education, race, and gender. Student respondent demographic and household information includes race, gender, household makeup, free and reduced lunch status, English proficiency, number of books in the household, and number of rooms in the home. ### Video Library expand\_more The MQI Video Library contains video examples of a range classroom mathematics instruction in the United States. The collection is an extension of the National Center for Teacher Effectiveness main study *Developing Valid Measures of Effective Mathematics Teaching*. One of these measures, the Mathematical Quality of Instruction (MQI) observation instrument, contains several dimensions that capture different aspects of classroom mathematics instruction: - Richness of the Mathematics - Working with Students and Mathematics - Common Core-Aligned Student Practices - Errors and Imprecision, and - Classroom Work is Connected to Mathematics Within each of these dimensions, there are individual codes that capture more specific and detailed aspects of mathematics instruction. In the video we have collected of mathematics classrooms, there exists a range of practice on each of these codes and dimensions. The MQI Video Library contains over one hundred short video clips of mathematics lessons from grades three through nine. These clips provide examples and benchmarks for different features of instruction and levels of quality of mathematics instruction in the United States. The Video Library contains video examples that have been used with teachers, administrators, professional developers, and researchers interested in improving the quality of mathematics instruction. Use of the video library is limited to research and educational purposes. If you would like more information on how to access the MQI Video Library, please contact . To learn more about the MQI instrument, visit the MQI coaching [website](https://mqicoaching.cepr.harvard.edu/). ### Instruments expand\_more [**The Mathematical Quality of Instruction (MQI)**](http://isites.harvard.edu/icb/icb.do?keyword=mqi_training) The Mathematical Quality of Instruction (MQI) is the classroom observation scoring system developed by Heather Hill's research group. It measures the quality of mathematical instruction in 4 dimensions. It was used in the Measures of Effective Teaching Study, the evaluation of Math Solutions, and is used to measure the quality of mathematics instruction in NCTE's core study, Developing Measures of Effective Mathematics Teaching. The MQI is aligned to the Common Core State Standards of mathematics. [**NCTE Student Assessments**](https://prod-cepr.drupalsites.harvard.edu/ncte-student-assessments) The NCTE students assessments were developed as a joint venture between NCTE Researchers at Harvard and Educational Testing Services (ETS). These eight assessments are aligned with the Grade 4 and Grade 5 Common Core State Standards for Mathematics (CCSSM), and were designed to measure gains resulting from teacher professional development and also be sensitive to variation in teachers’ mathematical knowledge for teaching and instruction. They are available for educational use (not commercial ventures) along with all other materials required for administration (test administration manual, scoring guide, practice items, etc.). **Student Survey** The student survey, adapted with permission from the Tripod Student Survey developed by Ron Ferguson of Harvard University, is one of the measures used in the Developing Measures of Effective Mathematics Teaching. This instrument is available via the NCTE data archive at ICPSR. The full Tripod Student Survey has been used in the [Measures of Effective Teaching (MET) project](http://www.metproject.org/resources.php), which includes technical appendices. For more information on Tripod, contact or visit [www.TripodEd.com](https://urldefense.proofpoint.com/v2/url?u=http-3A__www.TripodEd.com&d=BQMFaQ&c=WO-RGvefibhHBZq3fL85hQ&r=p2R8Tem58UGKS2f9_f3g4LYZcUJtIcMTAI_hLQOhRnk&m=nqWmuVeQE4R55F4IevQnJOLRwwKmy-_9MkjbpJdvP9w&s=l4V320WH12SoTp1QbZe90L0RdfnFLFnOqWkzD5p-GIw&e=). [**Mathematical Knowledge for Teaching (MKT)**](http://www.umich.edu/~lmtweb/) The Mathematical Knowledge for Teaching (MKT) measures were developed by the Learning Mathematics for Teaching (LMT) Project at the University of Michigan. The measures are used in the Developing Measures of Effective Mathematics Teaching Study to measure teachers' specialized knowledge for teaching mathematics. The LMT Project offers training on the use of the measures and technical materials. The NCTE teacher questionnaires included MKT items, as well as questions related to teaching and professional responsibilities. This instrument is available via the NCTE data archive at ICPSR. [**Classroom Assessment Scoring System (CLASS)**](http://www.teachstone.org/about-the-class/) The Classroom Assessment Scoring System (CLASS) observation instrument was developed by Robert Pianta and Bridget Hamre at the University of Virginia and is used in the Developing Measures of Effective Mathematics Teaching study to measure the general quality of instruction. ### NCTE Student Assessments expand\_more Developed jointly by Harvard and Educational Testing Services (ETS), the NCTE Student Assessment is an open resource for use by researchers and practitioners (not commercial ventures). The assessment was designed to be sensitive to teachers' mathematical knowledge for teaching and instruction, and to measure gains resulting from teacher professional development. Additionally, the NCTE Student Assessments are aligned to the 4th and 5th grade Common Core Standards in Mathematics. The items on the NCTE assessment have a unique "nested set" design which assesses the understanding of a concept at different developmental levels. Additionally, the items on this assessment are designed to: - Represent central ideas in the subject matter; - Focus on the meaning of facts and procedures; and - Require more complex responses than traditional multiple-choice problems. **The NCTE student assessment materials may be accessed below.** They include the following: 1. Guidelines for administering the NCTE Student Assessments 2. The NCTE Assessment Toolkit which includes everything needed to administer and score the Student Assessments 3. The technical report, which provides an overview of the item development process and a description of the piloting of the assessments. It also provides item-level results from the psychometric analyses of the eight test forms. [ NCTE Guidelines for Using Student Assessment arrow\_circle\_right ](https://prod-cepr.drupalsites.harvard.edu/sites/g/files/omnuum9881/files/cepr/files/ncte-guidelines-for-using-student-assessment_0.pdf) [ Technical Report: Creation and Dissemination of Upper-Elementary Math Assessmen… arrow\_circle\_right ](https://prod-cepr.drupalsites.harvard.edu/publications/technical-report-creation-and-dissemination-upper-elementary-mathematics) ### Conference Resources [Beyond the Numbers Convening](http://sdp.cepr.harvard.edu/beyond-numbers-convening-2014) (2014) [Putting the Pieces Together: Taking Improved Teacher Evaluation to Scale](/ncte-conference-2011) (2011) ![Conference, NCTE](/sites/g/files/omnuum9881/files/styles/hwp_1_1__480x480/public/2025-05/ncte.png?itok=yZuR9KqH) October 20 and 27, 2011 ### Supporting Rater Accuracy and Consistency in Classroom Observation The purpose of this webinar series was to provide an opportunity for states to hear from and ask questions of experts who help to design and implement classroom observation systems that support rater accuracy and consistency. The [National Center for Teacher Effectiveness](https://prod-cepr.drupalsites.harvard.edu/ncte) invited six organizations that are currently supporting this type of work in states and districts to describe **what they do** and **what they have learned** to help implement these systems at **scale**. The organizations shared a variety of approaches, some with similar elements, and some different. Participants were encouraged to think about how these approaches may or may not work in each state's policy climate and ask questions to best inform their policy decisions. Webinar Syntheses by Topic - [Overview](https://prod-cepr.drupalsites.harvard.edu/file_url/230) - [Training](https://prod-cepr.drupalsites.harvard.edu/file_url/231) - [Reliability](https://prod-cepr.drupalsites.harvard.edu/file_url/232) - [Recertification](https://prod-cepr.drupalsites.harvard.edu/file_url/233) - [Technology](https://prod-cepr.drupalsites.harvard.edu/file_url/234) - [Professional Development](https://prod-cepr.drupalsites.harvard.edu/file_url/235) NCTE compiled information by topic via webinar syntheses. Below you will also find background information, PowerPoint slides, and the webinar recording for each of the presentations. **Cambridge Education** [About the organization, speaker, and contact info](https://prod-cepr.drupalsites.harvard.edu/file_url/228) [PowerPoint presentation](https://prod-cepr.drupalsites.harvard.edu/file_url/229) [Video](https://youtu.be/ObXIH6JoBzQ) **National Institute for Excellence in Teaching** [About the organization, speaker, and contact info](https://prod-cepr.drupalsites.harvard.edu/file_url/236) [PowerPoint presentation](https://prod-cepr.drupalsites.harvard.edu/file_url/237) [Additional publications](https://prod-cepr.drupalsites.harvard.edu/file_url/238) [Video](https://youtu.be/LyMQGzhQV2o) **Pearson** [About the organization, speaker, and contact info](https://prod-cepr.drupalsites.harvard.edu/file_url/239) [PowerPoint Presentation](https://prod-cepr.drupalsites.harvard.edu/file_url/241) [Video](https://youtu.be/yp1G9FnpK48) **Teachscape** [About the organization, speaker, and contact info](https://prod-cepr.drupalsites.harvard.edu/file_url/242) [PowerPoint presentation](https://prod-cepr.drupalsites.harvard.edu/file_url/243) [Video](https://youtu.be/VrB_baWAyOo) **Teachstone** [About the organization, speaker, and contact info](https://prod-cepr.drupalsites.harvard.edu/file_url/244) [PowerPoint presentation](https://prod-cepr.drupalsites.harvard.edu/file_url/245) [Video](https://youtu.be/ubtIiBtmRXg) **TNTP** [About the organization, speaker, and contact info](https://prod-cepr.drupalsites.harvard.edu/file_url/246) [PowerPoint presentation](https://prod-cepr.drupalsites.harvard.edu/file_url/247) [Video](https://youtu.be/OFrEePID3OA) ## You may also like - [Middle School Mathematics Teachers and Teaching Survey](/middle-school-mathematics-teachers-and-teaching-survey) - [Developing Common Core Classrooms Through Rubric-Based Coaching](/developing-common-core-classrooms-through-rubric-based-coaching) See also:- [ Teacher Effectiveness ](/focus-areas/teacher-effectiveness) - [ Project ](/page-type/project) - [ National Center for Teacher Effectiveness ](/projectname/national-center-teacher-effectiveness) - [ Past ](/project-status/past)