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.
Matthew Johnson’s work focuses on education policy and measures of educator effectiveness, including teacher and school value-added models. His research interests include federal student aid and students’ borrowing decisions.
Alison Wellington has expertise in rigorous evaluations of large-scale education projects.
Jeffrey Max focuses on evaluating and supporting education programs and policies.