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Özek, Umut; Xu, Zeyu – Education Finance and Policy, 2019
The federal Race to the Top competition provided significant impetus for states to adopt value-added models as a part of their teacher evaluation systems. Such models typically link students to their teachers in the spring semester when statewide tests are administered and estimate a teacher's performance based on his or her students' learning…
Descriptors: Teacher Evaluation, Value Added Models, Misconceptions, Attribution Theory
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Derrington, Mary Lynne; Martinez, James Anthony – NASSP Bulletin, 2019
Teacher perceptions after 5 years of implementing evaluation protocols that were initiated under Race to the Top revealed attitudes about the evaluation instrument used and the nature of their relationship with the evaluator. This study surveyed middle and high school teachers in nine Eastern Tennessee school districts. Data indicated unintended…
Descriptors: Teacher Attitudes, Evaluation Methods, Tests, Evaluators
Gates, Susan M.; Baird, Matthew D.; Master, Benjamin K.; Chavez-Herrerias, Emilio R. – RAND Corporation, 2019
Research across the decades has confirmed that effective school leadership is associated with better outcomes for students and schools. A high-quality school leader affects dozens of teachers and hundreds or thousands of students. It is a pivotal role. From 2011 to 2016, The Wallace Foundation, through its Principal Pipeline Initiative (PPI),…
Descriptors: Principals, Career Development, Program Effectiveness, Academic Achievement
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Fox, Lindsay; McCullough, Moira; Caronongan, Pia; Herrmann, Mariesa – National Center for Education Evaluation and Regional Assistance, 2019
The Race to the Top - Early Learning Challenge (RTT-ELC) grants program, sponsored by the U.S. Departments of Education and Health and Human Services, aimed to improve children's access to high quality early care and education. RTT-ELC awarded more than $1 billion over three rounds of grants to help states develop and implement systems that rate…
Descriptors: Educational Legislation, Federal Aid, Federal Legislation, Federal Programs
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Herrmann, Mariesa; Kirby, Gretchen; Deutsch, Jonah; Wolfendale, Clare; Esposito, Andrea Mraz; Caronongan, Pia Carmina; Dragoset, Lisa – National Center for Education Evaluation and Regional Assistance, 2019
The Race to the Top - Early Learning Challenge (RTT-ELC) grants program, sponsored by the U.S. Department of Education (ED) and U.S. Department of Health and Human Services (HHS), aimed to increase the number of high quality early learning and development programs. RTT-ELC awarded $520 million in the first of three rounds of grants to help states…
Descriptors: Educational Legislation, Federal Aid, Federal Legislation, Federal Programs
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Kirby, Gretchen; Herrmann, Mariesa; Wolfendale, Clare; Esposito, Andrea Mraz – National Center for Education Evaluation and Regional Assistance, 2019
The Race to the Top - Early Learning Challenge (RTT-ELC) grants program, sponsored by the U.S. Department of Education and U.S. Department of Health and Human Services, aimed to improve children's access to high quality early learning and development programs. RTT-ELC awarded $520 million in the first of three rounds of grants to help states…
Descriptors: Educational Legislation, Federal Aid, Federal Legislation, Federal Programs
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National Center for Education Evaluation and Regional Assistance, 2019
Four recent publications describe the progress of nine states that received Round 1 Race to the Top - Early Learning Challenge (RTT-ELC) grants in implementing systems that rate early learning and development programs on quality and help them improve. These systems are known as tiered quality rating and improvement systems (TQRIS). RTT-ELC had…
Descriptors: Educational Legislation, Federal Aid, Federal Legislation, Federal Programs
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Dougherty, Shaun M.; Weiner, Jennie M. – Educational Policy, 2019
Using data from Rhode Island, and deploying a fuzzy regression-discontinuity design, this study capitalizes on a natural experiment in which schools, in accordance with the No Child Left Behind (NCLB) waivers, were sorted into performance categories based on a continuous performance measure. The lowest performing schools were then mandated to…
Descriptors: Educational Legislation, Federal Legislation, School Effectiveness, School Turnaround
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Hustedt, Jason T.; Buell, Martha J.; Hallam, Rena A.; Pinder, Wendy M. – Journal of Research in Childhood Education, 2018
Kindergarten has become increasingly academically oriented, and U.S. kindergarten teachers are increasingly called upon to implement policies that require assessment and promote accountability. However, little recent research has focused on kindergarten teachers' beliefs about kindergarten readiness. The authors examined teachers' beliefs related…
Descriptors: Kindergarten, Preschool Teachers, Beliefs, School Readiness
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Holloway, Jessica; Brass, Jory – Journal of Education Policy, 2018
This article draws from Stephen Ball's work on markets, managerialism, and performativity to frame a comparative study that examines the reconstitution of the teacher-subject across a pivotal decade in which neoliberal standards and accountability reforms effected significant changes in US education. It juxtaposes two qualitative studies conducted…
Descriptors: Beginning Teachers, English Teachers, Accountability, Comparative Analysis
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Ferrare, Joseph J.; Setari, R. Renee – Educational Researcher, 2018
A growing body of research has been documenting the pivotal role that philanthropic funding plays in advancing state and local charter school reform. However, there is little understanding of the geographic flow of these funding patterns and the market, policy, and organizational conditions that have concentrated funding in some clusters of states…
Descriptors: School Choice, Charter Schools, Educational Policy, Educational Change
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Wright, Kim B.; Shields, Samantha M.; Black, Katie; Banerjee, Manjari; Waxman, Hersh C. – Education Policy Analysis Archives, 2018
In the present study, hierarchical linear modeling with random intercept models was used to estimate the impact school and teacher-level factors had on K-12 teachers' perceptions of school influence, curricular and pedagogical autonomy, and job satisfaction in the early years of the Race to the Top Era. The main predictors investigated were…
Descriptors: Teacher Attitudes, Teacher Influence, Professional Autonomy, Job Satisfaction
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Wachen, John; Harrison, Christopher; Cohen-Vogel, Lora – Leadership and Policy in Schools, 2018
Through policies like No Child Left Behind, the federal government incentivized the use of student performance data as a core strategy for improving student achievement. The assumption behind these efforts is that data will be used to guide teacher practice and promote high-quality instruction. This study examined how teachers describe using data…
Descriptors: Information Utilization, Educational Change, Educational Practices, Teacher Attitudes
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Wilcox, Kristen Campbell; Lawson, Hal A. – Journal of Educational Change, 2018
This multiple case study investigated 143 teachers' responses to focus group questions about their experiences with the simultaneous implementation of three disruptive innovations as part of the U.S. Race-to-the-Top (RTTT) agenda: the Common Core Learning Standards, data-driven instruction, and annual professional performance reviews. We asked:…
Descriptors: Teacher Evaluation, Teacher Empowerment, Teacher Effectiveness, Self Efficacy
Greene, Jay P.; McShane, Michael Q. – Phi Delta Kappan, 2018
Over the last two decades, federal and state policy makers have launched a number of ambitious, large-scale education reform initiatives--No Child Left Behind, Race to the Top, the Common Core State Standards, and others--only to see them sputter and fail. In 2017, the authors convened a number of leading scholars to explore why those initiatives…
Descriptors: Educational Change, Failure, Educational Policy, Educational Legislation
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