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.
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.
Duncan Chaplin’s work focuses on education, international development, and evaluation methods.
Alexandra Resch's research interests lie in teacher evaluation, value-added methods, and program impact evaluation methodology.