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Download full textFesler, Lily – Stanford Center for Education Policy Analysis, 2020
Although many programs remotely disseminate information to students about the college application process, there is little evidence as to how students experience these programs. This paper examines a large-scale remote counseling program in which college counselors initiated interactions with 15,000 high school seniors via text message to support…
Descriptors: High School Seniors, College Faculty, Telecommunications, College Applicants
Grissom, Jason; Kalogrides, Demetra; Loeb, Susanna – Stanford Center for Education Policy Analysis, 2015
School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data and teacher survey data from a large urban school district, we examine schools' responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers who produce greater student…
Descriptors: Longitudinal Studies, Academic Achievement, Achievement Gains, Teacher Surveys
Sun, Min; Loeb, Susanna; Grissom, Jason – Stanford Center for Education Policy Analysis, 2015
Student peer effects are well documented. We know far less, however, about peer effects among teachers. We hypothesize that a relatively effective teacher may positively affect the performance of their peers, while a relatively ineffective teacher may negatively impact the performance of other teachers with whom they work closely. Utilizing a…
Descriptors: Teacher Placement, Teacher Collaboration, Peer Influence, Teacher Effectiveness
