Zobrazeno 1 - 10
of 20
pro vyhledávání: '"Allison Atteberry"'
Autor:
Allison Atteberry, Sarah E. LaCour
Publikováno v:
AERA Open, Vol 7 (2021)
The use of student learning objectives (SLOs) as part of teacher performance systems has gained traction quickly in the United States, yet little is known about how teachers select specific students’ learning goals. When teachers are evaluated—an
Externí odkaz:
https://doaj.org/article/fd429ce39d1340b786faeb550914676a
Publikováno v:
AERA Open, Vol 1 (2015)
As educational policy makers seek strategies to improve the teacher workforce, the early career period represents a unique opportunity to identify struggling teachers, examine the likelihood of future improvement, and make strategic pretenure investm
Externí odkaz:
https://doaj.org/article/a852538696d8437c8ce5239325beb191
Publikováno v:
Journal of Research on Educational Effectiveness. 14:410-441
We draw on novel district-level test score data to describe novel approaches for measuring ethnoracial achievement gaps and assessing trends toward achievement equity from 2009 to 2016. Using SEDA ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::478408fc9a79d3278ceb29b8d66130ca
https://doi.org/10.1080/19345747.2020.1868032
https://doi.org/10.1080/19345747.2020.1868032
Publikováno v:
Educational Policy. 36:1612-1651
Using a dataset that includes over 17 million students from across all 50 states, we estimate the causal impact of making structural transitions into middle school (in grades 4, 5, 6, or 7) on student math and reading achievement trajectories. This d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7c6c1685e336bb618e1f059afde53c41
https://doi.org/10.1177/0895904820987797
https://doi.org/10.1177/0895904820987797
Autor:
Sarah E. LaCour, Allison Atteberry
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 122:1-48
Context In 2005-06, Denver became one of the first U.S. districts to implement a pay-for-performance (PFP) compensation system, and Denver's ProComp is now the longest-running PFP policy in the country. The national proliferation of PFP systems in ed
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e90a692553beef49a0e6b01cce4125a6
https://doi.org/10.1177/016146812012201208
https://doi.org/10.1177/016146812012201208
Autor:
Andrew McEachin, Allison Atteberry
Publikováno v:
Educational Researcher. 49:678-685
The Equality of Educational Opportunity Study (1966)—the Coleman Report—lodged a key takeaway in the minds of educators, researchers, and parents: Schools do not strongly shape students’ achievement outcomes. This finding has been influential t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::62efe0a35437c010d6dff38050310d36
https://doi.org/10.3102/0013189x20940304
https://doi.org/10.3102/0013189x20940304
Autor:
Andrew McEachin, Allison Atteberry
Publikováno v:
American Educational Research Journal. 58:239-282
Summer learning loss (SLL) is a familiar and much-studied phenomenon, yet new concerns that measurement artifacts may have distorted canonical SLL findings create a need to revisit basic research on SLL. Though race/ethnicity and socioeconomic status
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d708123ee7fa748efc7907345a2a8ee0
https://doi.org/10.3102/0002831220937285
https://doi.org/10.3102/0002831220937285
Autor:
Daniel Mangan, Allison Atteberry
Publikováno v:
Educational Researcher. 49:335-349
Papay (2011) noticed that teacher value-added measures (VAMs) from a statistical model using the most common pre/post testing timeframe–current-year spring relative to previous spring (SS)–are essentially unrelated to those same teachers’ VAMs
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f63dea61350ef9b9bf86e9ec9fe7f70b
https://doi.org/10.3102/0013189x20922993
https://doi.org/10.3102/0013189x20922993
Publikováno v:
Educational Evaluation and Policy Analysis. 41:537-562
This study is a randomized control trial of full- versus half-day prekindergarten (pre-K) in a school district near Denver, Colorado. Four-year-old children were randomly assigned an offer of half-day (4 days/week) or full-day (5 days/week) pre-K tha
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0bf9089ffe48d96aecba07187e1dd0cd
https://doi.org/10.3102/0162373719872197
https://doi.org/10.3102/0162373719872197
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 121:1-63
Background/ContextThere is broad agreement about the benefits of taking AP and/or IB courses in high school. Nonetheless, student access to such courses remains uneven and inequitable, due largely to the practice of tracking students by perceived “
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d892e8ee17b668b311151e87e3e6abb2
https://doi.org/10.1177/016146811912100908
https://doi.org/10.1177/016146811912100908