What's the fallout from the recent ruling invalidating parts of the "highly qualified teacher" ruling?

The U.S. Education Department announces 62 winners of its Teacher Incentive Fund grants.

A rigorous experimental study of an incentive-pay program for teachers finds no effects on student achievement, an indication that teachers didn't change their practice in such a way as to cause student scores to rise. The study was explicitly designed to answer the question of whether monetary incentives alone can spur improvements to teaching. The answer, by this study at least, appears to be no. Read my full Education Week story for the details of the study, the findings, and how they fit within the body of experimental research on merit pay. But equally as important as the findings are ...

The National Council on Teacher Quality contends that too many states lets secondary teachers earn general science endorsements rather than making them pass rigorous tests in biology, chemistry, or physics.

Might value-added measures that show teachers are helping students learn protect them from unwarranted dismissal?

Should teachers awaiting due-process hearings continue to collect salaries and benefits?

Leaders in the District of Columbia today announced details of the performance-based-pay program enshrined in its recently inked contract. Under the system, deemed "IMPACTplus,"—a reference to the IMPACT teacher-evaluation system upon which the pay decisions will be made—teachers deemed "highly effective" stand to earn annual bonuses of up to $25,000. In addition to these one-off bonuses, teachers will have the opportunity to qualify for permanent base-pay raises as well. But given the district's hotly charged political environment, payouts under the new program could already be in jeopardy. The fate of the teacher-evaluation system and the performance-pay...

Next week's D.C. Mayoral primary has strong implications for the future of teacher policy in the Nation's Capital.

Over the long haul, mutual-consent teacher policies don't appear to improve the distribution of inexperienced teachers—or the levels of turnover in high-minority schools. That's the conclusion of a recent analysis by researchers at the Center on Reinventing Public Education at the University of Washington. If you're new to this wonky area of school hiring, mutual consent is a policy in which both the teacher seeking a placement and the receiving school's principal (and sometimes other staff) must agree to the placement. It differs from voluntary transfers or forced placements that are based on seniority. D.C.; Rhode Island; Colorado;...

Value-added gauges of teacher effectiveness are highly error-prone and shouldn't make up more than a minimal part of a teacher's evaluation, contends a report released this week authored by a high-powered list of academics. Problems with the gauge include the non-random assignment of students and teachers to classrooms, as well as the fact that value-added can't distinguish between the contributions of multiple teachers over time and seem to be unstable from year to year. "Such scores should only be a part of an overall comprehensive evaluation," the authors wrote. "Some states are now considering plans that would give as much ...

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