Despite frequent political and policy debates, the effects of imposing accountability pressures on public school teachers are empirically indeterminate. In this paper, we study the effects of accountability in the context of teacher responses to student behavioral infractions in the aftermath of teacher evaluation reforms. We leverage cross-state variation in the timing of state policy implementation to estimate whether teachers change the rate at which they remove students from their classrooms. We find that higher-stakes teacher evaluation had no causal effect on the rates of disciplinary referrals, and we find no evidence of heterogeneous effects for grades subject to greater accountability pressures or in schools facing differing levels of disciplinary infractions. Our results are precisely estimated and robust to a battery of specification checks. Our findings provide insights on the effects of accountability policy on the black-box of classroom practice and highlight the loose-coupling of education policy and teacher behaviors.
Teacher evaluation policies seek to improve student outcomes by increasing the effort and skill levels of current and future teachers. Current policy and most prior research treats teacher evaluation as balancing two aims: accountability and growth. Proper teacher evaluation design has been understood as successfully weighting the accountability and growth dimensions of policy and practice. I detail six assumptions underlying teacher evaluation for growth and accountability and assess their reasonableness in light of empirical evidence from the personnel economics, social psychology and management literatures. I simulate a set of teacher evaluation policies and find that those that treat evaluation for accountability and evaluation for growth as substitutes modestly outperform policies that treat them as complements. The teachers’ rates of learning through evaluation and the labor market effects of evaluation are critical in determining its impact. I conclude with recommendations for the design of teacher evaluation policies.
Principals are understood to be critical actors in improving teaching and learning conditions in schools; however, relatively little is known about the leadership strategies to which principals should dedicate their time and effort to improve outcomes. We review the empirical literature from 51 studies of principal behaviors and student, teacher and school outcomes and conduct a meta-analysis of these relationships. Our analysis has three central findings: (1) we find direct evidence of the relationship between principal behaviors and student achievement 0.08-0.16 standard deviations), teacher well-being (0.34-0.38 SD), teacher instructional practices (0.35 SD), and school organizational health (0.72-0.81 SD); (2) we find that prior literature may overstate the unique importance of instructional management as a tool to improve student achievement outcomes; and (3) the preceding findings are based almost entirely on observational studies because the causal evidence base on school leadership behaviors is non-existent. We argue our findings suggest value in investing in school leadership capacities. We conclude by discussing opportunities to improve the quality of future research examining the relationship between principal behaviors and student, teacher, and school outcomes.
In the early 1990s, the Supreme Court established standards to facilitate the release of school districts from racial desegregation orders. Over the next two decades, federal courts declared almost half of all districts under court order in 1991 to be “unitary”—that is, to have met their obligations to eliminate dual systems of education. I leverage a comprehensive dataset of all districts that were under court order in 1991 to assess the national effects of the termination of desegregation orders on indices of residential-racial segregation and high-school dropout rates. I conclude that the release from court orders moderately increased the short-term rates of Hispanic–White residential segregation. Furthermore, the declaration of districts as unitary increased rates of 16- to 19-year-old school dropouts by around 1 percentage point for Blacks, particularly those residing outside the South, and 3 percentage points for Hispanics.
This country review offers an independent analysis of major issues facing the use of school resources in Portugal from an international perspective. It provides a description of national policies, an analysis of strengths and challenges and options for possible future approaches. The analysis focuses on the process of decentralisation of school governance, the integration of local, national and international funding streams in educational financing, and the development of the teaching profession. The report covers primary and secondary school education.
We examine whether the legal decision to grant unitary status to the Charlotte–Mecklenburg school district, which led to the end of race-conscious student assignment policies, increased the probability that families with children enrolled in the district would move to neighborhoods with a greater proportion of student residents of the same race as their own children. Motivated by the rich but inconclusive literature on the consequences of educational and residential segregation, we make use of a natural policy experiment—a judicial decision to end court-ordered busing—to estimate the causal impacts of this policy shift on household residential decisions. We find that, for those who moved, the legal decision made White families with children in the Charlotte–Mecklenburg Schools substantially more likely than they were during desegregation to move to a neighborhood with a greater proportion of White residents than their own neighborhood.
DavidDLiebowitzPlease join me in welcoming @IlanaUmansky to Twitter-verse. In addition to being an insta-follow for ELL student and immigrant youth policy insights, she's an awesome colleague and person!
DavidDLiebowitz@JustinSandefur I'm curious too. I assume some ppl feel that the large confidence intervals would lead to inaccurate conclusions.
My take: as long as researcher is very clear about the ranges of effects encompassed by the intervals, there's still some knowledge progress