The evaluation of numerous school reforms requires an understanding of the value of better schools. Given the difficulty of calculating the relationship between school quality and student outcomes, I turn to another method and use house prices to infer the value parents place on school quality. I

To comprehend the results of a randomized, controlled trial (RCT), readers must understand its design, conduct, analysis, and interpretation. That goal can be achieved only through complete transparency from authors. Despite several decades of educational efforts, the reporting of RCTs needs

This is a field report of a three-week experience in Japan, centered on art education in their cultural and social contexts. Beginning with this overarching focus, the themes and patterns that structure this report were emergent, rising from the experience. Those supporting themes are: being

Teacher quality is widely believed to be important for education, despite little ev-idence that teachers ’ credentials matter for student achievement. To accurately measure variation in achievement due to teachers ’ characteristics–both observ-able and unobservable–it is essential to identify

the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration. These three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge (TPACK

Abstract. The theory of formative assessment outlined in this article is relevant to a broad spectrum of learning outcomes in a wide variety of subjects. Specifically, it applies wherever multiple criteria are used in making judgments about the quality of student responses. The theory has less

and compulsory attendance laws over time and across states to investigate whether this relationship is causal. Our results show private returns to education that are around 7 percent, and external returns to education that are in the neighbourhood of 1-2 percent and not signi…cantly di¤erent from zero.

operationalizes cognitive presence for the purpose of developing a tool to assess critical discourse and reflection. Encouraging empirical findings related to an attempt to create an efficient and reliable instrument to assess the nature and quality of critical discourse and thinking in a text-based educational

on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience. The results suggest that the effects of a costly ten student reduction in class size are smaller than the benefit of moving one standard

Using unique administrative data on Chicago public high school students and their teachers, we estimate the importance of teachers for student mathematical achievement. We find that teachers are educationally and statistically important. To be sure, sampling variation and other measurement issues