Examining the Early Impacts of the Leading Educators Fellowship on Student Achievement and Teacher Retention. Research Report

Autor/inn/en	Mihaly, Kata; Master, Benjamin K.; Yoon, Cate
Institution	RAND Education; RAND Corporation
Titel	Examining the Early Impacts of the Leading Educators Fellowship on Student Achievement and Teacher Retention. Research Report
Quelle	(2015), (63 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leadership Qualities; Leadership Training; Academic Achievement; Teacher Persistence; Faculty Development; Skill Development; Educational Improvement; Program Evaluation; Fellowships; Mentors; Scores; Scoring Rubrics; Competence; Program Effectiveness; Statistical Analysis; Teacher Leadership; Teacher Characteristics; Louisiana; Missouri + Suchen Sie Ihr Suchwort? Führungseigenschaft; Führungslehre; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching improvement; Unterrichtsentwicklung; Programme evaluation; Programmevaluation; Fellowship; Stipendium; Scoring formulas; Auswertungsbogen; Kompetenz; Statistische Analyse; Lehrerfunktionsstelle
Abstract	The Leading Educators Fellowship program selects promising mid-career teachers through a competitive application process and develops their skills as leaders of school improvement efforts. The specific objectives of the program are to (1) increase the leadership skills and capacity of teacher leaders in order to improve student achievement in high-need schools and (2) retain highly effective teachers in high-need schools by encouraging commitment to the schools and improving the school leadership pipeline. This report presents findings from preliminary analyses of the program's impacts on student achievement and teacher retention in both Louisiana and Missouri in the 2011-2012 through 2013-2014 school years for teachers who are program fellows and for the teachers mentored by fellows. The findings from this early analysis of the program impacts of fellows are promising but mixed, and overall do not conclusively demonstrate that the program has affected student achievement. For mentees, the findings show some positive effects on student achievement among mentees who teach math and social studies in Louisiana. The findings do not point to a consistent pattern of retention impacts across cohorts or states. Future analyses with larger samples of both fellows and mentees will provide greater statistical power for more reliably detecting any true program effects. A technical appendix contains propensity score matching and power analyses. (As Provided).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01