Recent Articles


Anticipating and Incorporating Stakeholder Feedback when Developing Value-Added Models
Ryan Balch, Cory Koedel
State and local education agencies across the United States are increasingly adopting rigorous teacher evaluation systems. Most systems formally incorporate teacher performance as measured by student test-score growth, sometimes by state mandate. An important consideration that will influence the long-term persistence and efficacy of these systems is stakeholder buy-in, including buy-in...

Modeling College Graduation GPA Considering Equity in Admissions: Evidence from the University of Puerto Rico
Horacio Matos-Diaz, Dwight Garcia
Over concerns about private school students’ advantages in standardized tests, beginning in 1995–96 the University of Puerto Rico (UPR) implemented a new admissions formula that reduced the weight they previously had in the General Admissions Index (GAI), on which its admissions decisions are based. This study seeks to determine the possible effects of the new GAI regarding both its...

The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation
Grant B. Morgan, Kari J. Hodge, Tonya M. Trepinksi, Lorin W. Anderson
The last five to ten years has seen a renewed interest in the stability of teacher behavior and effectiveness. Data on teacher performance and teacher effectiveness are being used increasingly as the basis for decisions about continued employment, tenure and promotion, and financial bonuses. The purpose of this study is to explore the stability of both teacher performance and effectiveness by...

The construction of the school curriculum: reflections about cultural difference
Maria de Lourdes Rangel Tura, Talita Vidal Pereira
In this article we question patterns of curricular production which are based on the idea that structured knowledge must occupy a central position, when a curriculum supports multiple concepts of teaching. Using post-structuralist and post-functional research, highlighting Ernesto Laclau, and the post-colonials, especially Homi Bhabha, we defend that said logic contributes to keeping cultural...

Measures of another gaze... About the materiality of the space of daycare centers and the constitution of a place for infants
Luciane Pandini Simiano
This article focuses on the configuration of the space of daycare centers as a place for babies. This is a research project with an ethnographic orientation, conducted in a public daycare center in the Southern part of Santa Catarina. The research focused on ten babies, four adults group, two teachers and two assistants. This research advocates for the importance of organizing the space for...

How Consistent are Course Grades? An Examination of Differential Grading
Samuel Rauschenberg
Differential grading occurs when students in courses with the same content and curriculum receive inconsistent grades across teachers, schools, or districts. It may be due to many factors, including differences in teacher grading standards, district grading policies, student behavior, teacher stereotypes, teacher quality, and curriculum adherence. If it occurs systematically, certain types of...

Evaluating the recession’s impact on state school finance systems
Bruce D. Baker
The Great Recession’s effect on state school finance systems was unlike previous downturns in the early 1990s and early 2000s in that it a) involved a greater loss of taxable income in many states, thus greater loss to state general fund revenues, b) also involved a substantial collapse of housing markets and related reduction or at least leveling of growth of taxable property wealth, c) but...

Inequitable dispersion: Mapping the distribution of highly qualified teachers in St. Louis metropolitan public elementary schools
Lyndsie Marie Schultz
The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005, 2006; Hill & Lubienski, 2007; Lankford, Loeb,...

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