It is very hard to support effective teaching without good information about actual teaching practice. The MET project has sought to build and test measures of effective teaching so that school systems can clearly understand and then close the gap between their expectations for effective teaching and the actual teaching occurring in classrooms.
But good information is hard to produce. It requires the right measures, the right measurement processes, strong communications, and an awareness of how information can be distorted. When given the right type of attention, measures can help set expectations and align effort.
It will require care and attention for teacher evaluation measures to serve both professional development and accountability purposes. To help states and districts navigate the work of implementing feedback and evaluation systems that support teachers, we offer nine guiding principles based on three years' of study, observation, and collaboration with districts. Our prior reports tested, and ultimately supported, the claim that measures of teaching effectiveness could be valid and reliable. These principles, explained on the following pages, fall into three overarching imperatives, as shown in Figure 1: Measure Effective Teaching; Ensure High-Quality Data; and Invest in Improvement. Note the cyclical presentation. Well-designed evaluation systems will continually improve over time.
August 1970
Geographic Focus: North America-United States
In the coming years, states will need to make the most significant changes to their assessment systems in a decade as they implement the Common Core State Standards, a common framework for what students are expected to know that will replace existing standards in 45 states and the District of Columbia. The Common Core effort has prompted concerns about the cost of implementing the new standards and assessments, but there is little comprehensive up-to-date information on the costs of assessment systems currently in place throughout the country.
This report fills this void by providing the most current, comprehensive evidence on state-level costs of assessment systems, based on new data from state contracts with testing vendors assembled by the Brown Center on Education Policy. These data cover a combined $669 million in annual spending on assessments in 45 states.
The report identifies state collaboration on assessments as a clear strategy for achieving cost savings without compromising test quality. For example, a state with 100,000 students that joins a consortium of states containing one million students is predicted to save 37 percent, or $1.4 million per year; a state of 500,000 students saves an estimated 25 percent, or $3.9 million, by joining the same consortium.
Collaborating to form assessment consortia is the strategy being pursued by nearly all of the states that have adopted the Common Core standards. But it is not yet clear how these common assessments will be sustained after federal funding for their development ends in 2014, months before the tests are fully implemented. The report identifies a lack of transparency in assessment pricing as a barrier to states making informed decisions regarding their testing systems, and recommends that consortia of states use their market power to encourage test-makers to divulge more details about their pricing models.
August 1970
Geographic Focus: North America-United States
This funder's guide captures themes and lessons from an ongoing body of work that has been supported by a number of funders working to reform developmental education. In June 2011, these funders met with prominent researchers and higher education leaders to examine promising strategies to accelerate student's progress toward earning degrees and credentials by reforming developmental education and by ensuring that more students enter postsecondary institutions prepared to succeed. This brief summarizes key insights from the gathering, from research and from funders' work to identify promising areas for grant makers to support.
August 1970
Geographic Focus: North America
Computers and Technology, Education and Literacy
Outlines how technology can help foster a robust capital market for public education innovation by improving content, linking technology with face-to-face networks, and streamlining transactions. Suggests steps for government, foundations, and developers.
August 1970
Geographic Focus: North America-United States
Analyzes trends in turnover among public school principals in 2001-08 compared with 1987-2001, school-based and personal reasons for the moves, characteristics of their new positions, and the role of school accountability pressures. Examines implications.
August 1970
Geographic Focus: North America-United States (Midwestern)-Illinois
Highlights early outcomes of school reform efforts launched under a new state law with support from the Race to the Top program, including progress in turnaround schools, charter schools, and innovation schools. Outlines challenges and recommendations.
August 1970
Geographic Focus: North America-United States (Northeastern)-Massachusetts
Education and Literacy, Energy and Environment, Government Reform
Updates, with 2011 data, policy issues, underlying factors, needs, projections, and outlook for the state's budget, climate change effects, economy, education, population, transportation, water management, and workforce.
August 1970
Geographic Focus: North America-United States (Western)-California
Education and Literacy, Nonprofits and Philanthropy
Outlines key lessons from the 2011 Education Grantmakers Institute about funding the implementation of policy change as well as advocacy and building public will. Offers framework for planning, stakeholder engagement, capacity building, and communication.
August 1970
Geographic Focus: North America-United States
