This report presents the findings from CTAC’s groundbreaking audit of the effectiveness of literacy professional development provided in Duval County Public Schools (Florida). The audit examines the relationship of professional development to student achievement, teachers’ instructional practices, teachers’ perceptions of their craft and of professional development, and financial expenditures. CTAC’s evaluation shows a markedly positive relationship between teacher professional development in literacy and student growth in reading—with student test scores increasing significantly for each six hours of literacy professional development for teachers.
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- Educator Performance
- Funding Streams and Planning Cycles
- Human Capital Management Systems
- Parent and Community Involvement
- Performance-Based Compensation
- Professional Development
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- School Turnaround and District Improvement
- State Takeover
- State-to-District Assistance
- Student Learning Objectives
- Systemic Reform
- Teacher and Principal Evaluation and Effectiveness
Publications and Reports
CTAC’s reports focus on cutting edge issues in education and community development. Our research and evaluation studies inform practice and guide policy decision-making at local, state and national levels.
Focus on Literacy: Professional Development Audit
Catalyst for Change: Pay for Performance in Denver Final Report
Catalyst for Change is the final summative report for the Denver Pay-for-Performance initiative that focused on developing a link between student achievement and teacher compensation, and launched a national movement in performance-based reform. This CTAC evaluation is a groundbreaking longitudinal study of impact of performance-based compensation on student achievement, teacher effectiveness, and systemic change. This study found that students whose teachers crafted high quality SLOs outperformed their peers and showed significantly greater gain on two independent measures of student achievement at all three school levels during all years under study. This study provided the research and evaluation base for Congressional approval of the Teacher Incentive Fund.
Pathway to Results: Pay for Performance in Denver
This report presents findings based on the halfway point of the performance-based compensation pilot in the Denver Public Schools. At the mid-point of this program, the initiative was very much in the critical phase of seeking to fully and fairly test the powerful concept—is performance-based compensation a viable and effective strategy for the Board of Education and the Teachers’ Association to use to accomplish their goals? This report contains CTAC’s analyses, findings, and recommendations, and provides the necessary foundation for the mid-course adjustments made to the initiative.