Current federal education policies promote learning in Science, Technology, Engineering, and Math (STEM) and the participation of minority students in these fields. Using longitudinal data on students in Florida and North Carolina, value-added estimates in math and science are generated to categorize schools into performance levels and identify differences in school STEM measures by performance levels.
This study explores whether teacher performance trajectory over time differs by school poverty settings. Focusing on elementary school mathematics teachers in North Carolina and Florida, we find no systematic relationship between school student poverty rates and teacher performance trajectories. In both high (>=60% FRL) and lower-poverty (<60% FRL) schools, teacher performance improves the fastest in the first five years and then flattens out in years five to ten. Teacher performance growth resumes between year ten and 15 in North Carolina but remains flat in Florida.
Ben Backes is currently a Researcher with the Analysis of Longitudinal Data in Education Research Program at the American Institutes for Research. He received his Ph.D. in Economics from UC San Diego in 2012 with a dissertation focusing on the impact of statewide bans on the use of racial preferences in college admissions.
In this paper, we seek to provide a fairly comprehensive and up-to-date snapshot of the most important postsecondary education and labor market outcomes in the U.S. using two nationally representative sources of data: The Survey of Income and Program Participation (SIPP) and The National Educational Longitudinal Survey (NELS). This national overview can serve as an important benchmark for the growing literature using administrative state level data to explore educational outcomes.
Harry Holzer joined the Georgetown Public Policy Institute as Professor of Public Policy in the Fall of 2000. He served as Associate Dean from 2004 through 2006 and was Acting Dean in the Fall of 2006.
Zeyu Xu is currently a Managing Researcher with the Analysis of Longitudinal Data in Education Research Program at the American Institutes for Research and an affiliated researcher with CALDER. He was formerly a Senior Research Associate with the Education Policy Center at the Urban Institute. He has extensive experience in analyzing longitudinal state administrative data and in quantitative methodology.
Jane Hannaway is Principal Research Associate and Director of the Analysis of Longitudinal Data in Education Research Program at the American Institutes for Research, where she oversees the work of the Center and is a member of the Institute's senior management team. Dr. Hannaway is the Director and overall Principal Investigator of the CALDER project.