Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings. Working Paper 188

Autor/inn/en	Goldhaber, Dan; Koedel, Cory
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings. Working Paper 188
Quelle	(2018), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Accountability; Teacher Education Programs; Intervention; Teacher Effectiveness; Teacher Evaluation; Tables (Data); Scoring; Experimental Groups; Control Groups; Elementary Education; Preservice Teachers; Preservice Teacher Education; Enrollment; Regression (Statistics); Grade Point Average; Undergraduate Study; Scores; College Entrance Examinations; Statistical Analysis; ACT Assessment; SAT (College Admission Test); Graduate Record Examinations + Suchen Sie Ihr Suchwort? Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Tabelle; Bewertung; Elementarunterricht; Lehramtsstudiengang; Lehrerausbildung; Einschulung; Regression; Regressionsanalyse; Grundstudium; Aufnahmeprüfung; Statistische Analyse; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	In the summer of 2013, the National Council on Teacher Quality (NCTQ) issued public, highly-visible ratings of teacher education programs as part of their ambitious and controversial Teacher Prep Review. We provide the first empirical examination of NCTQ ratings, beginning with a descriptive overview of the ratings and documentation of how they evolved from 2013-2016, both in aggregate and for programs with different characteristics. We also report on results from an information experiment built around the initial ratings release. In the experiment we provided targeted information about specific programmatic changes that would improve the rating for a randomly selected sample of elementary teacher education programs. Average program ratings improved between 2013 and 2016, but we find no evidence that the information intervention increased program responsiveness to NCTQ's rating effort. In fact, treated programs had lower ratings than the control group in 2016. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01