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.
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.
Matthew Johnson’s work focuses on education policy and measures of educator effectiveness, including teacher and school value-added models. His research interests include federal student aid and students’ borrowing decisions.
Cecilia Speroni examines issues in education policy, including teacher and principal effectiveness; the use of data in education decision-making; and fostering student engagement in science, technology, engineering, and mathematics (STEM) fields.