Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Author
| Hamilton, Laura S. | 3 |
| Lockwood, J. R. | 3 |
| Martinez, Jose Felipe | 2 |
| Stecher, Brian M. | 2 |
| Kerr, Kerri A. | 1 |
| Klein, Stephen P. | 1 |
| Koretz, Daniel M. | 1 |
| Le, Vi-Nhuan | 1 |
| Le,Vi-Nhuan | 1 |
| McCaffrey, Daniel F. | 1 |
| Robyn, Abby | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkMcCaffrey, Daniel F.; Lockwood, J. R.; Koretz, Daniel M.; Hamilton, Laura S. – RAND Corporation, 2003
Value-added modeling (VAM) to estimate school and teacher effects is currently of considerable interest to researchers and policymakers. Recent reports suggest that VAM demonstrates the importance of teachers as a source of variance in student outcomes. Policymakers see VAM as a possible component of education reform through improved teacher…
Descriptors: Educational Change, Accountability, Inferences, Models
Peer reviewedLe, Vi-Nhuan; Lockwood, J. R.; Stecher, Brian M.; Hamilton, Laura S.; Martinez, Jose Felipe – Educational Evaluation and Policy Analysis, 2009
In the past two decades, several major initiatives were launched to improve mathematics and science education. One prominent feature in these efforts was a new approach to teaching mathematics and science, referred to as "reform-oriented" teaching. Although past studies suggest this approach may improve student achievement, the relationships…
Descriptors: Science Achievement, Mathematics Achievement, Academic Achievement, Multiple Choice Tests
Le,Vi-Nhuan; Stecher, Brian M.; Lockwood, J. R.; Hamilton, Laura S.; Robyn, Abby; Williams, Valerie L.; Ryan, Gery; Kerr, Kerri A.; Martinez, Jose Felipe; Klein, Stephen P. – RAND Corporation, 2006
This monograph presents the findings of a multiyear study of the effectiveness of reform-oriented mathematics and science instruction. It builds on an earlier RAND study, called the Mosaic project, which found "a weak but positive relationship" between reform practices and student achievement (see Klein, Hamilton, McCaffrey, Stecher,…
Descriptors: Science Instruction, Educational Change, Academic Achievement, Instructional Improvement
