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Research Report

Chin, M., Kane, T., Kozakowski, W., Schueler, B., & Staiger, D. (Working Paper). School District Reform in Newark: Within- and Between- School Changes in Achievement Growth. NBER Working Paper 23922 . Publisher's VersionAbstract
In 2011-12, Newark launched a set of educational reforms supported by 20 million gift. Using data from 2009 through 2016, we evaluate the change in Newark students’ achievement growth relative to similar students and schools elsewhere in New Jersey. We measure achievement growth using a “value-added” model, controlling for prior achievement, demographics and peer characteristics. By the fifth year of reform, Newark saw statistically significant gains in English and no significant change in math achievement growth. Perhaps due to the disruptive nature of the reforms, growth declined initially before rebounding in recent years. Aided by the closure of low value-added schools, much of the improvement was due to shifting enrollment from lower-to higher-growth district and charter schools. Shifting enrollment accounted for 62 percent of the improvement in English. In math, such shifts offset what would have been a decline in achievement growth. Blazar, D., Litke, E., Barmore, J., & Gogolen, C. (Working Paper). What Does It Mean to be Ranked a "High" or "Low" Value-Added Teacher? Observing Differences in Instructional Quality Across Districts.Abstract 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 practices. Drawing on data from four urban districts, we find that teachers are categorized differently when compared within versus across districts. In addition, analyses of scores from two observation instruments, as well qualitative viewing of lesson videos identify stark differences in instructional practices across districts among teachers who receive similar within-district value-added rankings. Exploratory analyses suggest that these patterns are not explained by observable background characteristics of teachers and that factors beyond labor market sorting likely play a key role. Kelcey, B., McGinn, D., Hill, H. C., & Charalambous, C. (Working Paper). The Generalizability of Item Parameters Across Lessons.Abstract 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 (3) the predictive validity of these scores in terms of student achievement. McGinn, D., Kelcey, B., Hill, H., & Chin, M. (Working Paper). Using Item Response Theory to Learn about Observational Instruments.Abstract 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 response theory models can yield information critical for improving the performance of observational instruments. Bacher-Hicks, A., Chin, M., Hill, H., & Staiger, D. (Working Paper). Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions.Abstract 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, we use a set of 28 teacher-level predictors drawn from multiple research traditions to explain teacher-level variation in student outcomes. These predictors collectively explain 28% of teacher-level variability in state standardized math test scores and 40% in a predictor-aligned math test. In addition, each individual predictor explains only a small, relatively unique portion of the total teacher-level variability. This first finding highlights the importance of choosing predictors and outcomes that are well aligned, and the second suggests that the phenomena underlying teacher effects is multidimensional. Kane, T. J., Blazar, D., Gehlbach, H., & Greenberg, M. (2020). Can Video Technology Improve Teacher Evaluations? An Experimental Study. The MIT Press Journals , 15 (3), 397-427.Abstract Teacher evaluation reform has been among the most controversial education reforms in recent years. It also is one of the costliest in terms of the time teachers and principals must spend on classroom observations. We conducted a randomized field trial at four sites to evaluate whether substituting teacher-collected videos for in-person observations could improve the value of teacher observations for teachers, administrators, or students. Relative to teachers in the control group who participated in standard in-person observations, teachers in the video-based treatment group reported that post-observation meetings were more “supportive” and they were more able to identify a specific practice they changed afterward. Treatment principals were able to shift their observation work to noninstructional times. The program also substantially increased teacher retention. Nevertheless, the intervention did not improve students’ academic achievement or self-reported classroom experiences, either in the year of the intervention or for the next cohort of students. Following from the literature on observation and feedback cycles in low-stakes settings, we hypothesize that to improve student outcomes schools may need to pair video feedback with more specific supports for desired changes in practice. Chin, M., Kane, T., Kozakowski, W., Schueler, B., & Staiger, D. (2017). Assessing the Impact of the Newark Education Reforms . Center for Education Policy Research at Harvard University.Abstract Aided by200 million in private philanthropy, city and state leaders launched a major school reform effort in Newark, New Jersey, starting in the 2011–2012 school year. In a coinciding National Bureau of Economic Research (NBER) working paper, we assessed the impact of those reforms on student achievement growth, comparing students in Newark Public Schools (NPS) district and charter schools to students with similar prior achievement, similar demographics, and similar peers elsewhere in New Jersey. This report includes key findings.
Hill, H. C., Kraft, M. A., & Herlihy, C. (2016). Developing Common Core Classrooms Through Rubric-Based Coaching . Center for Education Policy Research at Harvard University.Abstract

The project team is still awaiting student test data to complete the evaluation, but this brief provides a short update on survey results. Students of MQI-coached teachers report that their teachers ask more substantive questions, and require more use of mathematical vocabulary as compared to students of control teachers. Students in MQI-coached classrooms also reported more student talk in class. Teachers who received MQI Coaching tended to find their professional development significantly more useful than control teachers, and were also more likely to report that their mathematics instruction improved over the course of the year.

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Case Study

(2014). NCTE Newsletter - Fall 2014 [AUDIO] . National Center for Teacher Effectiveness.Abstract

In this newsletter we highlight a new NCTE study, Developing Common Core Classrooms Through Rubric-Based Coaching, and interview one of the Co-Principal Investigators, Dr. Matthew Kraft.

This newsletter is part of a series originally intended for NCTE study participants.

Listen to the full interview here:

Presentation

(2016). The Track Record of Charter Schools in Massachusetts.Abstract

Against the backdrop of a contentious ballot question, charter schools in Massachusetts have faced scrutiny across multiple dimensions. This event brings together several of the preeminent researchers on the topic to share their findings, followed by a period of directed questions, and audience Q&A.

Kane, T. J. (2016). Askwith Forum – Teaching Higher: Educators’ Perspectives on Common Core Implementation.Abstract

With the debate over the federal role in education at rest with the passage of the Every Student Succeeds Act (ESSA), it is time to refocus attention on how to help the states move forward and succeed using the Common Core State Standards (CCSS). In this Askwith Forum, Professor Thomas Kane will share findings about CCSS implementation strategies from the Center for Education Policy Research at Harvard University. This will be followed by a panel of educators, who will share their experiences, pain points, and successes with the CCSS over this past year.