Margaret L. Plecki

Teacher Mobility: Looking More Closely at "The Movers" Within a State System

This article summarizes the results of a 2-part study using both state databases and teacher surveys to examine teacher retention and mobility in Washingtons teacher workforce. The first part of the research examined individual teacher records during a 5-year period. Statewide analyses were conducted, and 20 districts were selected for in-depth examination. Data were examined in relation to student demographics, measures of student learning, and poverty level of the school, with special attention given to novice teachers and teachers of color. The second part of the study surveyed a representative sample of teachers regarding their views on factors that influence their decisions to stay or leave their school or school district. Findings suggest that focusing on the nature of teacher mobility within a district is a useful way to examine a number of equity concerns.

Using Evidence for Teacher Education Program Improvement and Accountability: An Illustrative Case of the Role of Value-Added Measures.

In this article, the authors consider what can be learned from limited forms of evidence, for purposes of accountability and improvement of teacher education programs. They begin with a review of recent research on how evidence has been used to examine the effectiveness of teacher preparation and development. Using empirical evidence from a state with limited data capacity, they illustrate what can be learned from value-added measures as one form of evidence. As a case in point, the value-added scores for fifth-grade teachers are used to answer the question: To what extent are teachers’ years of experience and the institutions from which they obtained their teacher training related to student achievement? The authors conclude with a discussion of the use of evidence by shifting the focus of accountability from simply responding to external requirements to developing internal practices that generate knowledge for improvement, and argue for collective responsibility among multiple stakeholders.

Exploring the Politics of Differential Resource Allocation: Implications for Policy Design and Leadership Practice.

This qualitative case study explores the political and leadership challenges imbedded within the implementation of a district-wide resource reallocation policy. Based on a two-year study of a medium-sized district’s efforts to address changing demographics of families in the district and a widening achievement gap, we draw upon concepts from education finance and the politics of policymaking to better understand the strategies used to introduce and implement a differential resource-allocation formula. Leadership strategies are explored, with a focus on anticipated areas of both internal and external “pushback,” and a discussion of the cycle of political support for equity-focused policy initiatives.

Results of a State Incentive Program on the Supply and Distribution of National Board Certified Teachers

Investment in state incentive policies to support National Board Certified Teachers (NBCTs) prompt consideration of their distribution and retention. This study examines the results of a state’s incentive program for NBCTs, including a targeted bonus for those working in high-poverty schools. A quantitative analysis was conducted of state data using a longitudinal, multi-year design. The analysis included a comparison of NBCTs in high-poverty schools and in schools not identified for an additional bonus. Findings suggest that the proportion and overall supply of NBCTs in high-poverty schools increased over the three-year period. Policy implications regarding the use of incentives are discussed.

Reflections on the Field of School Finance: Enduring Questions and Future Directions

The field of school finance is situated within the worlds ofresearch,policy,andpractice.Thenatureandscopeof subject matter that is typically included in thisfield span a number of disciplines: political science, economics, andsociology,tonameafew.Consequently,thefieldcan be characterized in numerous ways and can be viewed from a variety of disciplinary lenses. This brief discussion first examines some of the major questions the field of K‐12 public school finance has addressed over thepastthreedecadesanddescribessomecontributions that have been made in response to these questions. I highlight some of the challenges the field has experienced and conclude with a discussion of issues and questions that may impact its future direction. Many of the questions in school finance that are addressed by policy makers, practitioners, and researchers have no simple or lasting resolution. They might best be thought of as representing dilemmas that have persisted over long periods of time. The field struggles with thesequestionsanddevelopsresponses.Witheachpassing decade, some advances occur, typically in an incremental fashion. The following questions about school finance are addressed: (1) Who pays and who benefits? (2) Who decides and who provides? (3) With what results? and (4) Whose interests are being served?

Efficacy of an Early Intervention Education Program for Moderately Handicapped Infants.

Abstract This paper focuses on the evaluation of special education services for handicapped infants. The research question posed is whether early intervention programming results in reduced need for specialized services when children are age-eligible for elementary school. The primary focus of the paper is the development of a predictive model which may be useful in assessing the efficacy of early intervention services. The predictive model is applied using longitudinal data from a small sample of moderately handicapped infants. The preliminary findings support the contention that earlier intervention results in a lessened need for special education services in subsequent years. The paper also discusses the benefit-cost issues related to the efficacy question under investigation.

Practitioners’ Responses to Washington’s Required Use of Student Growth Measures in Teacher Evaluation

This chapter describes the results from an empirical study of how educators in Washington State are implementing a new teacher evaluation system that requires the use of student growth measures. The study draws from case study work in six districts and 19 schools over a two-year period, using a concurrent mixed-methods design. Particular attention is paid to how the development of student growth goals and the collection of multiple forms of evidence to assess student growth have impacted teachers’ professional learning. Challenges faced by teachers in developing student growth measures appropriate for their students are discussed. The chapter addresses the intersection of policy and practice in seeking to understand the issues faced by educators as they implement a dramatically different evaluation system.