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Evaluating Outcomes Across the Partnerships
Tom Loveless
Director, Brown Center on Education Policy
The Brookings Institution
Saturday, June 14, 2003
What is evaluation?
• Project to determine a program’s effectiveness
• Find out if money has been spent as intended
• Offer feedback on effective and ineffective elements of a project
Complex outcomesExample: professional development
• Satisfaction
• Behavioral change
• Systemic change
• Learning-- teacher or student
Complex causesExample: an innovation’s effect on student learning
• Factors outside school (e.g. parents, peers)
• Factors inside school--composition of classroom, change in personnel
• Other reforms occurring simultaneously
• Teacher effects (e.g. skills, attitudes)
Politically controversial
• Every education program has a constituency
• High stakes--continued funding, reputations
Why evaluate?• Determine whether you are using your money
effectively or not
• Parts of program may work better than others-- re-tool
• Are you meeting the goals of your program?– Can you get the same results with fewer activities?
– How do participants in your program fare against a comparable group of non-participants?
Examples of Good and Bad Evaluations in Education
• Annenberg Grant-- case studies of systemic reforms
• STAR Tennessee-- randomized field trials of reduced class size
Benefits of Randomized Field Trials
• Gold standard of evaluation and evidence in health sciences--drugs, treatments--and increasingly in policy fields
• Equalizes treatment and control groups
• Controls for unobserved characteristics--selection effects
• Isolates treatment effects
Evaluation of the MSPs
• I will focus on one of the MSP components– Summer institutes offering professional
development to increase teacher content knowledge
• Goals (outcomes to assess)– short term: increase teachers’ content
knowledge in mathematics– long term: increase student achievement in
mathematics
Key Qualities of Model Summer Institutes for Middle School Math
Teachers
• Expertise: conducted by mathematicians from college and university math departments
• Duration: 4-6 week summer sessions, with regular follow up during school year. Approximately 300 hours
• Content
– Basics I (whole #, integers, decimals)
– Basics II (fractions, rates, ratios, proportions, percents)
– Algebra
– Geometry
Design of Evaluation
• Use lottery to assign over-subscribed institute slots, setting up randomized field trials (work with math departments)
• pre- and post-testing of participating teachers and their students
• express learning gains in effect sizes (sd units of the pre-test)
Teacher Test -- Key elements
• Content of test matched to materials in summer institutes—mathematically sound
• no pedagogy or other extraneous topics• criterion-referenced-- purpose not to find
out where teachers fall on the distribution of scores, but to establish minimal levels of proficiency to teach mathematics
Comparison Groups
• Randomized field trials
• Matched pairs
• Participants vs everyone else
• Pre- and post-treatment, change over time
The Problem of Middle School Math
• Middle school math teachers with elementary teaching certificates, insufficient math training, and inadequate content knowledge
• push to increase the percentage of 8th graders taking algebra means an increasing number of teachers with inadequate content knowledge
• problem not simply mastery of algebra, but of mathematical content leading up to algebra and learning how algebra connects with other mathematical fields (e.g. geometry, trig., calculus)