Vi-Nhuan Le

TL;DR: The Project on Incentives in Teaching (POINT) as mentioned in this paper was a three-year study intended to assess the effect of financial rewards for teachers whose students showed unusually large gains on standardized tests.

TL;DR: This paper found that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification, and the variation within teachers across achievement measures was larger than the variation across teachers.

TL;DR: The psychometric properties of the revised Early Childhood Environment Rating Scale (ECERS-R) were examined using 202 Colorado child care centers as discussed by the authors, and the results indicated that much smaller subgroups of items provide information that is very similar to information generated by administering the full ECERS-r.

TL;DR: This article evaluated the impact of reading coaches on teaching practices and student outcomes in Florida middle schools and found that many students are not moving beyond basic decoding to fluency and comprehension as they go on to higher grades.

TL;DR: In this article, the authors drew on teacher survey responses from randomized experiments exploring three different pay-for-performance programs to examine the extent to which these programs motivated teachers to improve student achievement and the impact of such programs on teachers' instruction, number of hours worked, job stress, and collegiality.