The world of education is becoming inundated with data, and the growing use of technology in schools has made it even easier to collect and report data continuously.
Does high-stakes evaluation scare teachers away? And if so, which teachers? Does this help or harm students? High-stakes evaluation does affect who comes into the classroom and who stays there, and research indicates that this flux may actually be good for students.
Brian Gill studies K–12 education policy, including charter schools, educator effectiveness, and the implementation and impacts of high-stakes testing and other accountability regimes.
Senior Fellow; Associate Director of Human Services Research
Philip Gleason is an expert in evaluation design with extensive experience directing studies of education initiatives and federal nutrition programs.
Allison McKie has expertise in evaluating educational interventions, including teacher incentive programs, and conducting systematic research reviews.