William L. Sanders

Teacher and Classroom Context Effects on Student Achievement: Implications for Teacher Evaluation

The Tennessee Value-Added Assessment System (TVAAS) has been designed to use statistical mixed-model methodologies to conduct multivariate, longitudinal analyses of student achievement to make estimates of school, class size, teacher, and other effects. This study examined the relative magnitude of teacher effects on student achievement while simultaneously considering the influences of intraclassroom heterogeneity, student achievement level, and class size on academic growth. The results show that teacher effects are dominant factors affecting student academic gain and that the classroom context variables of heterogeneity among students and class sizes have relatively little influence on academic gain. Thus, a major conclusion is that teachers make a difference. Implications of the findings for teacher evaluation and future research are discussed.

Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database: Implications for Educational Evaluation and Research

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. An integral part of TVAAS is a massive, longitudinally merged database linking students and student outcomes to the schools and systems in which they are enrolled and to the teachers to whom they are assigned as they transition from grade to grade. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress. Teacher effects on student achievement have been found to be both additive and cumulative with little evidence that subsequent effective teachers can offset the effects of ineffective ones. For these reasons, a component linking teacher effectiveness to student outcomes is a necessary part of any effective educational evaluation system.

A unified approach to mixed linear models

Abstract The mixed model equations as presented by C. R. Henderson offers the base for a methodology that provides flexibility of fitting models with various fixed and random elements with the possible assumption of correlation among random effects. The advantage of teaching analysis of variance applications from this methodology is presented. Particular emphasis is placed upon the relationship between choice of estimable function and inference space.

Two- and Three-Year Achievement Results From the Memphis Restructuring Initiative

The purpose of this study was to analyze student achievement data from the first 3 years of the Memphis Restructuring Initiative (MRI). The MRI represents one of the first efforts by an urban school district to move past traditional top-down versus bottom-up reform debates by providing systemic support for outside-in/inside-out implementation and local co-construction of externally-developed reform designs in schools. Analyses of academic achievement focus on a state-of-the-art measure of value added assessments. At the end of 3 years the reforming schools had produced generally positive gains relative to locally matched control schools. Those results varied somewhat by reform type and by level of poverty in the communities being served. Based on the research methods used and the results, implications for future research and practice in educational reform are discussed.

Implementation and Outcomes of Supplemental Educational Services: The Tennessee State-Wide Evaluation Study

Supplemental Educational Services (SES), a component of the No Child Left Behind (NCLB) Act, provides free tutoring to economically disadvantaged children who are attending Title I schools in their 2nd or more years of school improvement. This research evaluated SES in Tennessee to determine the: (a) impacts on student achievement, and (b) perceptions of SES implementation and outcomes by teachers, district coordinators, principals/site coordinators, and parents. Using value-added methodology, statistical analyses of achievement data controlled for both student ability and teacher effects in 2 alternative models. Not surprisingly, parent reactions to SES were highly positive, whereas those by the 3 other stakeholder groups were more mixed. Achievement results from both analytical models yielded mostly small and nonsignificant provider effects. The implications of the findings for evaluating SES are discussed with regard to both research and policy issues. Recommendations are offered for broadening the evaluation of SES through smaller mixed-methods studies to examine implementation and educational outcomes in more highly controlled contexts.

Use of prescribed burning for managing natural and historic resources in Chickamauga and Chattanooga National Military Park, USA

The purpose of this study was to provide the National Park Service with quantitative information regarding the effect of fire on fuel loads and pest species such asLonicera japonica, Ligustrum sinense, andRhus radicans.Three study areas of ten plots each were located in Chickamauga Battlefield Reservation of the Chickamauga and Chattanooga National Military Park. Fuel weights, aboveground biomass of honeysuckle, and counts of privet and poison ivy were collected both before and after prescribed fire. Additionally, one fourth of each of 14 plots was treated with glyphosate (tradename Roundup) to test for the use of fire as a herbicide pretreatment. This was a randomized block design with subsampling.Prescribed burning did significantly (α = 0.05) reduce fuel loads and the biomass of honeysuckle on burned plots. There was a statistically different response in fuel load reduction between fall and winter burns. Poison ivy significantly increased on burned plots, while privet counts did not vary significantly.Applications of glyphosate negatively impacted all three target species. Honeysuckle appeared to be damaged more readily on untreated plots, while no difference in response was noted on privet. Significantly more poison ivy growing points were killed by herbicide applications on burned plots than on unburned plots.

Inside Systemic Elementary School Reform: Teacher Effects and Teacher Mobility

In the 1995–96 and 1996–97 school years, 37 elementary schools in Memphis, TN began implementation of 1 of 8 comprehensive school reform designs. The effectiveness and mobility of teachers at these schools were examined longitudinally relative to teachers at 63 nonrestructuring schools. Analyses of teacher effectiveness scores, derived from student “value-added” achievement scores, indicate that the 1995 reform cohort only showed significantly greater gains in effectiveness relative to the nonrestructuring group. This pattern was most strongly pronounced for highly experienced teachers. Teacher mobility was found to increase minimally as a function of restructuring, largely due to district policy changes.

Enrollment of Tennessee Beef Herds in the National Animal Health Monitoring System

Abstract This paper describes a modified area frame approach to selecting beef cow-calf operations randomly which will provide reasonable estimates of population parameters. The methodology of herd selection is probabilistic, is designed to represent the geographic distribution of cattle in the state, and is stratified by herd size. Approximately 72 work days were required and 13 587 miles were travelled to enroll 60 beef herds in Tennessee. The enrollment phase was spread over approximately 3 months and involved 10 veterinarians. The participation refusal rate increased from 23.1% in 1983 to 28.6% in the current study. An important reason for non-participation in the current study was the necessity of handling and bleeding animals.