Search results for author:"James Cowan"
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Economics of Education Review Vol. 68, No. 1 (February 2019) pp. 89–103
Nearly two dozen states now administer online exams to deliver testing to K-12 students. These tests have real consequences: their results feed into accountability systems, which have been used for more than a decade to hold schools and districts...
Do bonuses affect teacher staffing and student achievement in high poverty schools? Evidence from an incentive for national board certified teachers in Washington State
Economics of Education Review Vol. 65, No. 1 (August 2018) pp. 138–152
We study a teacher incentive policy in Washington State that awards a financial bonus to National Board certified teachers in high poverty schools. Using a regression discontinuity design, we find that the bonus policy increased the proportion of...
Economics of Education Review Vol. 36, No. 1 (October 2013) pp. 216–228
In most elementary schools, teachers are responsible for several subjects. Various personnel policies, such as evaluating teachers based on value-added estimates aggregated across subjects or departmentalizing teachers, implicitly make assumptions...
The common core conundrum: To what extent should we worry that changes to assessments will affect test-based measures of teacher performance?
Economics of Education Review Vol. 62, No. 1 (February 2018) pp. 48–65
Policies that require the use of information about student achievement to evaluate teacher performance are becoming increasingly common across the United States, but there is some question as to how or whether to use student test-based teacher...