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.
Stephen Lipscomb has 10 years of experience designing and conducting studies to improve outcomes for children in public schools. Much of his expertise and interests relate to special education, research partnerships, and educator effectiveness.
Allison McKie has expertise in evaluating educational interventions, including teacher incentive programs, and conducting systematic research reviews.