Search results for: Henry Gary T.

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Incorporating Teacher Effectiveness Into Teacher Preparation Program Evaluation
Authors: Henry Gary T., Kershaw David C., Zulli Rebecca A., Smith Adrienne A.
In this paper, the authors review the approaches taken in several states that have already estimated the effects of teacher preparation programs (TPP) and analyze the proposals for incorporating students’ test score gains into the evaluations of TPP by states that have received federal Race to the Top funds. They developed a framework to focus on three types of decisions that are required to implement these new accountability requirements: selection, estimation and reporting.
Published: 2012
Updated: Nov. 22, 2015
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Scholarships to Recruit the “Best and Brightest” Into Teaching: Who Is Recruited, Where Do They Teach, How Effective Are They, and How Long Do They Stay?
Authors: Henry Gary T., Bastian Kevin C., Smith Adrienne A.
This article examines whether a popular innovation for increasing human capital in the teaching profession—competitive college scholarships for teachers— is effective. The authors show that one large and long-standing merit-based scholarship program (a) attracts teacher candidates who have high academic qualifications; and (b) yields graduates who teach lower performing students, although not as challenging as the students of other beginning teachers.
Published: 2012
Updated: Sep. 11, 2013
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Stayers and Leavers: Early-Career Teacher Effectiveness and Attrition
Authors: Henry Gary T., Bastian Kevin C., Fortner C. Kevin
This article describes a study which explored the effectiveness's development of teachers in North Carolina public schools during their first five years in the classroom. The authors contrasted the beginning teachers' effectiveness with the effectiveness of teachers who stayed with that of those who left.
Published: 2011
Updated: Dec. 25, 2012