This paper describes the school mobility rates for elementary and middle school students in North Carolina and attempts to estimate the effect of...
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. She has primary responsibility for the running of the center and determining with colleagues in the Management/ Strategic Planning Group the focus and design of studies, the quality of the research products, as well as other CALDER activities.
Dr. Hannaway is an organizational sociologist whose work focuses on the effects of education reforms on student outcomes as well as on school policies and practices. Her recent research is heavily focused on the effects of various accountability policies and issues associated with teacher labor markets. This work includes a large scale multi-year evaluation of the Florida educational accountability plan; an NSF-funded longitudinal analysis of shifts in staffing and financial resource allocation at the school and district levels as a consequence of standards-based and performance accountability reforms; analyses of individual level longitudinal data to assess effects of student mobility patterns on achievement; and an evaluation of the relative effectiveness of Teach for America teachers on student performance.
As is typical of her work, these studies include large-scale data analysis as well as case studies. She is also engaged in a major conceptual effort for the Gates Foundation on the design of human resource management strategies in education.
Dr. Hannaway previously served on the faculty of Columbia, Princeton, and Stanford Universities. Dr. Hannaway has authored or co-authored six books, and numerous papers in education and management journals. She has held a number of national positions and currently serves on the National Academy Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation and Accountability. She received her Ph.D. in Education from Stanford University.
Student Transience in North Carolina:The Effect of School Mobility on Student Outcomes Using Longitudinal Data
Teach for America (TFA) selects and places graduates from the most competitive colleges as teachers in the lowest-performing schools in the...
Feeling the Florida Heat?: How Low-Performing Schools Respond to Voucher and Accountability Pressure
This paper examines the effect of accountability policy on school practices and student outcomes with remarkably comprehensive and detailed data...
Using data from North Carolina and Florida, this paper examines whether teachers in high-poverty schools are as effective as teachers in schools...
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