In this article, the authors Sarah A. Anzia and Terry M. Moe, offer a retort to William S. Koski and Elieen L. Horng's argument that their study of seniority-based transfer rules is narrow and that its findings only apply under limited circumstances. The Koski-Horng's study, by contrast, takes a broad frame--so broad that, as detailed in…

In this article, we examine classroom observations from a 3-year large-scale randomized trial in the Los Angeles Unified School District (LAUSD) to investigate the extent to which a professional development initiative in inquiry science influenced teaching practices in in 4th and 5th grade classrooms in 73 schools. During the course of the study,…

This article reports on findings based on analyses of a unique dataset collected by ACT that includes information on student achievement in a variety of subjects at the high-school level. The authors examine the relationship between teacher effect estimates derived from value-added model (VAM) specifications employing different student learning…

This article summarizes the findings of the National Research Council (NRC) report "On Evaluating Curricular Effectiveness" and examines the reviews in middle grades mathematics undertaken by the What Works Clearinghouse (WWC). The NRC report reviewed and assessed 147 key evaluations of 13 National Science Foundation-supported K-12 mathematics…

Improving the validity and reliability of surveys is a critical part of the response to the call for improved rigor of education research, policy analysis and evaluation. Too often we create inquiry tools without validating our measures against how respondents interpret our questions, and therefore collect data of questionable quality. The purpose…

This article addresses the validity of teacher evaluation measures produced by the Tennessee Value Added Assessment System (TVAAS). The system analyzes student test score data and estimates the effects of individual teachers on score gains. These effects are used to construct teacher value-added measures of teaching effectiveness. We describe the…

Describes a comprehensive evaluative framework that draws on a larger range of goals that have been posed for education in a democratic and free society. Tradeoffs are made among criteria that include: (1) freedom of choice; (2) productive efficiency; (3) equity; and (4) social cohesion. (SLD)

Discusses reasons randomized experiments in educational research have been so rare and appraises alternatives to experiments that educational evaluators prefer. These alternatives are found wanting whenever a high standard is needed for justifying causal conclusions. (SLD)

Developed an empirical strategy for studying broad-based educational change using quantitative methods and an extensive database consisting of state policy indicators and data on schools and classrooms from states participating in the National Assessment of Educational Progress. Results of a Rasch analysis indicate that patterns of state policy…

Examines and compares various outcomes of education, such as standardized test results, classroom observations, teacher reports, and teacher interviews, in terms of their potential to inform policymakers about policy influences on student outcomes. Suggests the need for clearer understanding of how these approximations are related to each other.…

Two systems of evaluation in teacher licensing are described: the quinquennial program-based licensing at a California university and annual performance-based licensing at a British polytechnic institution. The first approach, which focuses on the quality of the teacher-preparation program, is the dominant form of teacher licensing in the United…

The three articles of this special section address developments and prospects for economic analyses of education policy. Issues addressed relate resources to outcomes in education and cost benefit analysis in education. Balancing economics and educational improvement is a focus throughout. (SLD)

Explores four aspects of the economic analysis of education. First is changing the concern with observed performance and student outcomes, and second is the potential for experimentation to add to knowledge. Other concerns addressed include the study of the incentive structure in schools and the tendency of analysis to be linked with expectations.…

Identifies, classifies, and describes the range of cost studies in education and how they may contribute to improved policy analysis. Presents three examples illustrating applications of cost analysis, and reflects on key issues from previous applications in educational policymaking and evaluation. (SLD)

After a discussion of the underutilization of cost analysis in education, this article offers several explanations for the relative scarcity of cost-based evaluations in education and considers the potential for greater use of such studies. Developing frameworks to unpack costs may be a way of bringing about greater use of cost-based evaluation.…