Articles: Evaluation


With Over 60 percent of school districts considering staff reductions to balance budgets (Kober & Renter, 2011), class size is likely on many educators' minds.


Celina (Texas) Independent School District, roughly 100 miles north of Dallas, has 2,000 students across its four school campuses—and they're all Bobcats, says Lizzy Kloiber, secondary curriculum director, referring to the district's unifying mascot.


In the debate over the use of value-added analysis of student data to evaluate teachers, there seems to have been an assumption that teacher evaluation alone is an effective way to improve teacher performance.


Raymond Pecheone believes that to fairly evaluate teachers, one must watch them teach and assess the artifacts—such as assignments, lesson plans, and reflections—they use daily.


When Education Secretary Arne Duncan announced the Race to the Top program in 2009, he added two success factors to the plate of school districts, which are traditionally measured by students’ high school success in math, reading and science: college enrollment rates and


As districts collect increasing amounts of information on their students, from assessment scores to attendance records, many are finding new and better ways to use the information to catapult student achievement.


As the profession of teaching continues to get more attention given recent events, a growing number of school districts from New York to California are adopting "value-added" measures of teaching quality to award bonuses or even tenure.


I'm not your typical parent in this age of Race to the Top and Common Core Standards.


With one year under its belt, Hillsborough County (Fla.) Public Schools embarks on its second school year of collecting data to evaluate teacher effectiveness.


The Obama administration's mounting pressure for states to review their policies for evaluating teacher effectiveness has been met with backlash from education veterans nationwide.


The eight-year-old No Child Left Behind Act established for the first time a federal benchmark for student achievement.


Following the publication of a 2004 report by the Alliance for Excellent Education (Biancarosa & Snow, 2004), the topic of adolescent literacy emerged as an issue of concern.


Seventy-seven percent of high school students nationwide are missing the core benchmarks necessary to prepare them for their first year in college, according to a new study conducted by the research and policy arm of ACT, which conducts curriculum based college entrance e