Research Reports and Survey Results


        
 
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Area Date Title Description Document Hyperlink
Assessment
 Novebmer 2003 Teacher Educators and KTIP: Promises, Problems, and Possibilities
 For almost two decades, the Kentucky Teacher Internship Program (KTIP) has helped new teachers adjust to their classroom duties. Each new teacher, called an intern, is assigned a three member committee for the first year in the school: a resource teacher, a veteran teacher usually in the same school and trained in mentoring; the principal, who runs the committee; and a teacher educator, a representative of a nearby university or college. The committee meets several times during the year, observes the intern over three cycles, and at the end of the year decides if the intern meets the state’s new teacher standards and should received a full teaching certificate. This white paper focuses on intern assignments and roles of the teacher educator in KTIP committees, based on complaints about large numbers of retired teachers and principals serving as teacher educators, and about logistical difficulties in teacher educator visits to schools.
 PDF document Teacher Educators Study-Unified.pdf
Educator Preparation
 June 2004 The Effects of Teach for America on Students: Findings from a National Evaluation
 Paul T. Decker, Daniel P. Mayer, and Steven Glazerman conducted a study, reported in 2004, of the performance of Teach for America teachers as compared to controls, in high-poverty rural and urban schools in several locations. The study compared the mathematics and reading achievement of students of Teach for America teachers and other teachers in the selected schools. An unusual feature for this type of study was that students were randomly assigned to classrooms, removing much of the doubt that often exists about the effect of student and other characteristics on the results. The authors found that students of Teach for America teachers were slightly more proficient in mathematics than those of controls, but that there was no difference in reading achievement.
 PDF document The Effects of Teach for America on Students Findings from a National Evaluation 2004-06-14.pdf
Educator Preparation
 May 2007 Survey of Alternative Route - Option 6 - Teachers 2007

Survey of Alternative Route - Option 6 - Teachers 2007


 PDF document Survey of Alternative Route - Option 6 - Teachers 2007.pdf
Certification
 2004 Evaluating Value-Added models for Teacher Accountability

Evaluating Value-Added models for Teacher Accountability


 PDF document Evaluating Value-Added models for Teacher Accountability.pdf
Assessment
 October 2004 Considerations related to setting cut scores for teacher tests
 This is a paper intended to advise policymakers and other interested parties about the probable consequences of alternatives for setting cut scores for teacher certification tests. It deals with a question – the use of tests to determine who shall be licensed to teach – that involves a complex nexus of policy, legal, and technical issues. The paper, in addition to presenting analysis about the consequences of changes in cut scores, also presents a review of previous research and comment on the subject and the results of original data analysis relative to the Kentucky testing regime.
 PDF document Considerations related to setting cut scores for teacher tests.pdf
Educator Preparation
 September 2005 Alternative School Administration Study Shellinger EPSB 2005-09-09

Alternative School Administration Study Shellinger EPSB 2005-09-09 PowerPoint


 PDF document Alternative School Administration Study Shellinger EPSB 2005-09-09.pdf
Certification
 September 2009 A Review of Value-Added Models
 Value-added methodology (VAM), especially as exemplified by the Tennessee Value-added Assessment System (TVAAS) by William Sanders, has emerged over the past several years as an attractive alternative for evaluating the effectiveness of school systems and school personnel. Its attractiveness stems principally from its purported ability to minimize or altogether obviate a notorious problem in the evaluation of educational data, the complex interactions between student characteristics, community characteristics, school policies, and teacher effects that together contribute to student success or failure. These complex interactions inevitably cast doubt on the results of simpler estimation methods, because it is very difficult to control for all of the relevant variables known to have some effect on student outcomes.
 PDF document A Review of Value-Added Models 2004-09.pdf
Educator Preparation
 April 2004 A Review of Goldhaber and Anthony, Can Teacher Quality Be Effectively Assessed?
 This paper reviews a March, 2004 research report by Dan Goldhaber and Emily Anthony, entitled Can Teacher Quality Be Effectively Assessed? (Goldhaber and Anthony, 2004) As will be seen, based on their analysis of student outcomes related to teachers who obtained National Board certification, this review comes to a single conclusion that can be drawn without question from their study: The National Board certification process does a pretty good job of identifying good teachers.
 PDF document A Review of Goldhaber and Anthony - Can Teacher Quality Be Effectively Assessed 2004-04.pdf
Educator Preparation
 August 2007 A Brief Review of the Preparation of Kentucky Mathematics and Science Teachers
 Education in the STEM disciplines (Science, Technology, Engineering, and Mathematics1) has become a recent emphasis nationally and in Kentucky. Results of the Trends in International Mathematics and Science Study (TIMSS) have consistently shown that achievement in science and mathematics for U.S. public school students lags behind that of their counterparts in other industrialized countries, a fact perceived to place the United States at risk in an increasingly competitive world economy. Additionally, commentators in this area note that the United States currently ranks 14th internationally in the number of persons obtaining mathematics and science degrees, a statistic that bodes ill given the importance of research and development to economic success in the modern world.
 PDF document A Brief Review of the Preparation of Kentucky Mathematics and Science Teachers.pdf
Educator Preparation
 Title II Reports

Section 207 in Title II of the Higher Education Act, as amended, requires each state receiving funding under the Act to report annually on the quality of teacher preparation in the state, including:

  • Standards for teachers and their alignment with standards for students
  • Requirements for an initial teaching certificate or license through either an alternate or regular route
  • Pass rates on each assessment used by states in certifying or licensing teachers
  • State standards for evaluating the performance of teacher preparation programs
  • Teachers in the classroom on waivers, that is, teaching without an initial regular certificate or license from any state, and
  • State efforts in the past year to improve the quality of teaching.

Reports by states using assessments include pass rates on tests disaggregated and ranked by teacher preparation program in the state. As required by Title II, institutions of higher education with teacher preparation programs submitted these pass rates and other information in their reports to states in April 2001.
Title II Reports
Area Date Title Description Document Hyperlink
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