By taking advantage of a wealth of new data generated in the wake of increased accountability for schools, CALDER is evaluating real policies in practice and answering the perennial question asked by educators, policymakers, and the public: How do we help students succeed?
What is the relationship between merit pay and test scores? How does teacher testing affect teacher effectiveness? How do low-performing schools respond to voucher and accountability pressure?
State longitudinal databases allow us to answer these questions not by drawing upon a select sample, but by observing all students in a state over a number of years. CALDER experts are conducting research using the administrative databases of Florida, Missouri, New York, North Carolina, Texas, and Washington state. In time, the Center’s geographic scope will expand as states continue to create and enhance their longitudinal data.
Ultimately, the Center’s interest is in student outcomes with particular attention to how these outcomes differ for subgroups of the population. Given the major role that teachers play in determining student success, a central focus of CALDER’s research effort focuses on teacher recruitment, selection, compensation, and related issues.
CALDER is one of the new federally funded National Research and Development Centers and is supported by a five-year, $10 million grant from the Institute for Education Sciences at the U.S. Department of Education. Led by Jane Hannaway, the Center is a joint project of the Urban Institute, where she directs the Education Policy Center, and scholars at Duke University, Stanford University, the University of Florida, the University of Missouri, the University of Texas at Dallas, and the University of Washington.
Visit the CALDER experts page to learn more about CALDER’s experts and their research interests.