The world of education is becoming inundated with data, and the growing use of technology in schools has made it even easier to collect and report data continuously.
Does high-stakes evaluation scare teachers away? And if so, which teachers? Does this help or harm students? High-stakes evaluation does affect who comes into the classroom and who stays there, and research indicates that this flux may actually be good for students.
Christine Ross has expertise in designing and conducting rigorous evaluations of program impacts and descriptive, policy-focused studies in the areas of early childhood education, K–12 education, and child welfare policies and programs.
Brian Gill studies K–12 education policy, including charter schools, educator effectiveness, and the implementation and impacts of high-stakes testing and other accountability regimes.
Kristin Hallgren specializes in conducting in-depth, qualitative research on educational interventions. She also has expertise in evaluating school turnaround, teacher supports, and data-driven decision making strategies in education.