We describe the postsecondary transitions of students taking CTE courses in high school using administrative data on one cohort of high school...
James Cowan is a Researcher with the Center for the Analysis of Longitudinal Data in Education Research at American Institutes for Research. He has published work on the measurement of teacher effectiveness and its connection to teacher characteristics and preparation experiences. His current research interests include equity in teacher assignments, certification, compensation, and other teacher labor market policies.
From the Clinical Experience to the Classroom: Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance
We evaluate the predictive validity of the Massachusetts Candidate Assessment of Performance (CAP), a practice-based assessment of teaching skills...
An Exploration of Sources of Variation in Teacher Evaluation Ratings across Classrooms, Schools, and Districts
We investigate sources of variation in teacher evaluation ratings across classrooms, schools, and districts. We show that assignment...
Do Bonuses Affect Teacher Staffing and Student Achievement in High Poverty Schools? Evidence from an Incentive for National Board Certified Teachers in Washington State
We study a teacher incentive policy in Washington State that awards a financial bonus to National Board certified teachers in high poverty schools...
Nearly two dozen states now administer online exams. These tests have real consequences: their results feed into accountability systems, which...
Identifying Promising Clinical Placements Using Administrative Data: Preliminary Results From ISTI Placement Initiative Pilot
Improving the skill set of new teachers is a potentially important policy lever to increase student achievement. There are, however, doubts about...
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July 17, 2018Seattle Times
April 28, 2018Education Week