Value-Added Modeling for Teacher Effectiveness

[Excerpt] This report addresses issues associated with the evaluation of teacher effectiveness based on student growth in achievement. It focuses specifically on a method of evaluation referred to as value-added modeling (VAM). Although there are other methods for assessing teacher effectiveness, in the last decade, VAM has garnered increasing attention in education research and policy due to its promise as a more objective method of evaluation. The first section of this report describes what constitutes a VAM approach and how it estimates the so-called “teacher effect.” The second section identifies the components necessary to conduct VAM in education settings. Third, the report discusses current applications of VAM at the state and school district levels and what the research on these applications says about this method of evaluation. The fourth section of the report explains some of the implications these applications have for large-scale implementation of VAM. Finally, the report describes some of the federal policy options that might arise as Congress considers legislative action around these or related issues

Science, Technology, Engineering, and Mathematics (STEM) Education: Background, Federal Policy, and Legislative Action

There is growing concern that the United States is not preparing a sufficient number of students, teachers, and practitioners in the areas of science, technology, engineering, and mathematics (STEM). A large majority of secondary school students fail to reach proficiency in math and science, and many are taught by teachers lacking adequate subject matter knowledge. When compared to other nations, the math and science achievement of U.S. pupils and the rate of STEM degree attainment appear inconsistent with a nation considered the world leader in scientific innovation. In a recent international assessment of 15-year-old students, the U.S. ranked 28th in math literacy and 24th in science literacy. Moreover, the U.S. ranks 20th among all nations in the proportion of 24-year-olds who earn degrees in natural science or engineering. A 2005 study by the Government Accountability Office found that 207 distinct federal STEM education programs were appropriated nearly $3 billion in FY2004. Nearly three-quarters of those funds and nearly half of the STEM programs were in two agencies: the National Institutes of Health and the National Science Foundation. Still, the study concluded that these programs are highly decentralized and require better coordination. Though uncovering many fewer individual programs, a 2007 inventory compiled by the American Competitiveness Council also put the federal STEM effort at$3 billion and concurred with many of the GAO findings regarding decentralization and coordination. STEM education (and competitiveness) issues have received a lot of attention in recent years. Several high-profile proposals were forwarded by the academic and business communities. In February of 2006, the President released the American Competitiveness Initiative. During the 109th Congress, three somewhat modest STEM education programs were passed and signed into law. Finally, in the spring and summer of 2007, some of the major STEM education legislative proposals were combined into the America Competes Act of 2007, passed by the 110th Congress and signed by the President on August 9, 2007. This report provides the background and context to understand these legislative developments. The report first presents data on the state of STEM education in the United States. It then examines the federal role in promoting STEM education. The report concludes with a discussion of the legislative actions recently taken to address federal STEM education policy

The Federal Migrant Education Program as Amended by the No Child Left Behind Act of 2001

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108th Congress

Congressional Research Service (CRS) report entailing information about current programs and legislation in the 108th Congress, in regards to teacher recruitment and retention. Topics include, current federal programs, non-federal programs, legislation in the 108th congress, etc.

Trio and GEAR UP Programs: Status and Issues

Congressional Research Service (CRS) report entailing information about status and issues in regards to Trio and GEAR UP programs. Topics include, Trio programs, GEAR UP programs, the population served, program evaluations

Education of Limited English Proficient and Recent Immigrant Students: Provisions in the No Child Left Behind Act of 2001

The Language Acquisition State Grant Program under Title III of the Elementary and Secondary Education Act of 1965 (ESEA) as amended by the No Child Left Behind Act (NCLBA) contains provisions intended to address the specific educational needs of limited English proficient (LEP) students and students who have recently immigrated to the United States.1 Title III represents a major overhaul of federal programs for LEP students formerly provided under ESEA, Title VII, Parts A and C

Teacher Recruitment and Retention: Federal, State, and Local Programs

The recruitment and retention of a high-quality teaching force is critical to the future success of our nation's school system. To address this issue, a wide range of programs have been put into place at the federal, state, and local levels in recent years. This report is to review the range of these efforts nationwide and provide a context for the issues that may yet arise during HEA reauthorization

114th Congress

Congressional Research Service (CRS) report entailing information about selected key issues in regards to ESEA Reauthorization Proposals in the 114th Congress. Topics include, accountability for student achievement, fiscal accountability, etc.

National Security Education Program: Background and Issues

Congressional Research Service (CRS) report entailing information about the background and issues within the national security education program. Topics include, program activities and administration, forms of aid, funding, targeting of critical languages, regions, and disciplines, etc.