Report Round-Up

A new study by University of Michigan economist Brian Jacob finds that when given the authority, principals make dismissal decisions that put a premium on teacher effectiveness and student achievement. The report, Principled Principals, finds that principals are more likely to dismiss teachers who received poor evaluations in prior years; who are frequently absent; and at the elementary level, who had demonstrated less effectiveness in raising student achievement in prior years than their peers who were not dismissed. Teachers who were given a rating of "satisfactory" in the prior academic year were 22.1 percentage points more likely to be dismissed than teachers in the same school who were given the highest rating, "superior." Teachers rated "excellent" were 4.3 percentage points more likely to be dismissed than those rated "superior."

A new report from the National Research Council presents a new framework for K-12 science education that identifies the key scientific ideas and practices all students should learn by the end of high school. The framework will serve as the foundation for new K-12 science education standards, to replace those issued more than a decade ago. The report, Framework for K-12 Science Education, identifies three dimensions that convey the disciplinary core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: cross-cutting concepts that unify the study of science and engineering through their common application across these fields; scientific and engineering practices; and core ideas in four disciplinary areas: physical sciences, life sciences, earth and space sciences, and engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues; be careful consumers of scientific and technological information; and have the skills to enter the careers of their choice.

From RAND Corporation, What New York City's Experiment with Schoolwide Performance Bonuses Tells Us About Pay for Performance, finds that, although implemented fairly and smoothly, the voluntary program that provided financial rewards to educators in high-needs elementary, middle, K-8, and high school in New York City, did not improve student achievement or overall school performance and did not affect teachers' reported attitudes and behaviors. Given these findings, the researchers went on to examine potential explanations for the lack of effects and to identify implications for pay-for-performance policies in general.

 

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