A avaliação do “Report Card” da Comissão de Educação Superior do Tennessee sobre as estimativas de valor agregado dos programas de preparação de professores

Autores

  • Charisse Gulosino University of Memphis

DOI:

https://doi.org/10.14507/epaa.26.2604

Palavras-chave:

Programa de preparação de professores, Eficácia dos professores, Modelos de valor agregado

Resumo

As avaliações dos programas de preparação de professores baseadas em parte no desempenho de finais de programas surgiram como uma estratégia de reforma educacional em vários estados e se tornaram características centrais da competição de concessão Race to the Top (RTTT). O objetivo desta revisão de política é examinar como o estado do Tennessee mediu e relatou até que ponto os programas de preparação de professores explicam a variação dos ganhos de pontuação de teste para estudantes de escolas públicas ministradas pelos graduados do programa. Esta revisão quebra as descobertas por instituição e caminho de certificação, comparando resultados estatisticamente significativos ao nível estadual produzidos por professores de cada TPP. Uma análise do relatório do Tennessee revela uma variação considerável nas estimativas de valor agregado dos professores principiantes, dependendo da instituição onde foram treinados. Estes resultados, no entanto, devem ser interpretados com cautela. Esta revisão oferece várias considerações técnicas associadas à interpretação do “Report Card” do Tennessee sobre a eficácia das TPPs e explica como essas considerações podem afetar a interpretação dos achados.

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Biografia do Autor

Charisse Gulosino, University of Memphis

Charisse Gulosino, an Assistant Professor in the Leadership and Policy Studies Program at the University of Memphis, received her doctorate in education from Columbia University. Charisse was a Postdoctoral Research Associate and a faculty member of the Alfred Taubman Center for Public Policy and American Institutions at Brown University. She has also served as a Visiting Scholar in the Department of Education Policy and Social Analysis (EPSA) at Teachers College, Columbia University. Her research focuses on the evaluation of educational policies and programs with a specific interest in school choice that enhance education access, equity, efficiency and results-based accountability. She has applied geospatial, financial and organizational behavior analyses to the study of charter schools in metropolitan education markets. She also explores the achievement levels and technical efficiency of traditional public schools facing charter school competition. Her scholarly articles have appeared in Education Economics, American Journal of Education, and Education Policy Analysis Archives. Charisse has served (2006-2010) as chair and program chair of the American Educational Research Association's SIG for Charter School Research and Evaluation. She has worked with the Network of Independent Charter Schools Project (funded by the U.S. Department of Education) to blog about charter school research to establish the Network as a two-way communication resource for charter school researchers and practitioners. She hopes to expand her work in the field of educational policy to include other market-based social and educational reforms. An important theme that has surfaced in her work is whether low resource communities are equipped to operate local school organizations independently from local district mechanisms. A more recent track in her research interest is to identify the existing resources, and investigate how schools are tapping these resources, including partnerships with venture philanthropies, businesses, and community organizations.

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Publicado

2018-03-12

Como Citar

Gulosino, C. (2018). A avaliação do “Report Card” da Comissão de Educação Superior do Tennessee sobre as estimativas de valor agregado dos programas de preparação de professores. Arquivos Analíticos De Políticas Educativas, 26, 33. https://doi.org/10.14507/epaa.26.2604

Edição

v. 26 (2018)

Seção

Navigating the Contested Terrain of Teacher Education Policy and Practice