Thomas J. Kane
Rethinking education research under the Every Student Succeeds Act
How we can put education research to work
Student achievement gains, student surveys, and classroom observations
Can classroom observations identify practices that raise achievement?
Teacher Certification Doesn’t Guarantee a Winner
Failing to account for natural fluctuations in test scores could undermine the very idea of holding schools accountable for their efforts – or lack thereof
The real question is whether the California laws that were challenged by the plaintiffs in the case “inevitably cause” poor and minority students to be provided with a lower quality education, and the answer is Yes.
A focused effort to evaluate curricula and shift demand toward more effective options would yield a higher return on investment than more resource-intensive measures.
The use of teacher-collected video in classroom observations did seem to improve the classroom observation process.
Students will not achieve at higher levels until teachers teach at higher levels—and that’s simply not going to happen without quality feedback and evaluation.
The primary obstacle to faster progress in U.S. education reform is the infrastructure we never built for identifying what works.
Competitive grant programs do not weaken local leadership. They strengthen local leadership much more effectively than block grants do.
There is now substantial evidence that value-added estimates capture important information about the causal effects of teachers and schools
Never Diet Without a Bathroom Scale and Mirror: The Case for Combining Teacher Evaluation and the Common Core
Schools should seize this window of transition—when it is safest for teachers to ask for help (and for instructional leaders to offer it)—to completely reinvent the teacher evaluation process.
When we fail to right-size our reform efforts, we breed a sense of futility among teachers, parents and policymakers.
A modern-day Flexner report should focus on finding a more effective model of teacher training.
State and local leaders bear a responsibility to study the consequences of their decisions. We will make much faster progress when they do.
Most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what’s working and what’s not.
Given a choice, decision-makers would do well to choose the option with the better odds of success, even when those differences are not “statistically significant.”
It is increasingly hard to sustain the argument that test-based measures have no role to play in teacher evaluations.
As states plan for new Common-Core-aligned student assessments in the spring of 2015, policymakers are struggling to transition their testing and accountability programs.