Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.

Multiple Imputation for Nonresponse in Surveys

The achievement gap is one of the most talked-about issues in U.S. education. The term refers to the disparities in standardized test scores between Black and White, Latina/o and White, and recent immigrant and White students. This article argues that a focus on the gap is misplaced. Instead, we need to look at the “education debt” that has accumulated over time. This debt comprises historical, economic, sociopolitical, and moral components. The author draws an analogy with the concept of national debt—which she contrasts with that of a national budget deficit—to argue the significance of the education debt.

From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools

Teacher training, teacher quality and student achievement

In an effort to improve the quality of schools, governments around the world have dramatically increased the resources devoted to them. By concentrating on inputs and ignoring the incentives within schools, the resources have yielded little in the way of general improvement in student achievement. This paper provides a review of the United States and international evidence on the effectiveness of such input policies. It then contrasts the impact of resources with that of variations in teacher quality that are not systematically related to school resources. Finally, alternative performance incentive policies are described.

The Failure of Input-based Schooling Policies

Teacher Quality: Understanding the Effectiveness of Teacher Attributes

Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement

Explores the relationship between black-white differences in educational achievement and black-white differences in a variety of educational and economic outcomes. Using data from the late 1970s through the early 1990s, the study finds that, for children and young adults with similar mathematics and reading test scores, the subsequent educational and economic performance of blacks relative to whites was substantially greater than the performance of blacks relative to whites as a whole. While blacks had lower levels of educational achievement, educational attainment, and earnings than whites, these disparities were frequently smaller, and were sometimes nonexistent, for individuals with similar levels of education.

Educational Achievement and Black-White Inequality.

In education, teacher experience is probably the key factor in personnel policies that affect current employees: it is a cornerstone of traditional single-salary schedules; it drives teacher transfer policies that prioritize seniority; and it is commonly considered a major source of inequity across schools and, therefore, a target for redistribution. The underlying assumption is that experience promotes effectiveness. But is this really the case? Do students attain higher levels of achievement when taught by more experienced teachers? What is the relationship between teacher experience and teacher productivity?

https://files.eric.ed.gov/fulltext/ED511988.pdf

The Impact of Teacher Experience: Examining the Evidence and Policy Implications. Brief No. 11.

/pdf/virtual-schools-in-the-u-s-2014-politics-performance-policy-d6cr2zushd.pdf

Jennifer King Rice

Papers

Teacher Quality: Understanding the Effectiveness of Teacher Attributes

Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement

Educational Achievement and Black-White Inequality.

The Impact of Teacher Experience: Examining the Evidence and Policy Implications. Brief No. 11.

Virtual Schools in the U.S. 2014: Politics, Performance, Policy, and Research Evidence.