CEPA Research - Teacher Quality
Teacher quality is critical to strong and effective educations systems that prepare students for the 21st century. CEPA work covers teacher preparation, recruitment, licensure, professional development, and retention.
RECENT WORK INCLUDES:
Teacher ID Symposium
On February 27th, 2009 the Center for Education Policy Analysis (CEPA), the Colorado Children’s Campaign, and a host of education experts and practitioners met to discuss and debate the key issues, trends and challenges related to the use of powerful data tools to improve teacher performance and student achievement. Please click here to view the agenda.
Did you miss the symposium?
The recorded webinar is now available, please visit the Colorado Children's Campaign www.coloradokids.org.
You may click on the name of the expert panelist to view his/her presentation materials.
P20 Teacher Educator Subcommittee Staffing
In 2008/09, the committee will be discussing: How could the state improve policies or practices to increase the number of teachers trained in high need fields, such as English language acquisition (ELA) or special education? What policies might further improve teacher/educator licensure and the quality of teacher/educator preparation?
For more information, contact Robert Reichardt.
P20 Systems Transformation Subcommittee Staffing
In 2008/09, the committee will be discussing how the state can help all school districts to create early warning systems, methods to identify students at risk of dropping out, and to create systemic approaches to intervention when a student displays the characteristics of becoming a probable dropout.
For more information, contact Kelly Hupfeld.
Quality Teaching
CEPA staff worked with the Alliance for Quality Teaching to plumb the limits of a teacher quality gap in Colorado, finding that the greater the proportion of minority students or students eligible for the Free and Reduced Lunch Program (FRL) within a school or district, the lower the experience, education level and salary of the teachers and the greater the attrition rate. A followup study identified the characteristics of teachers that are good predictors of quality teaching.
For more information, contact Robert Reichardt.
DPS ProComp Evaluation
CEPA, along with The Evaluation Center at the School of Education, University of Colorado Denver, and the Center for Reinventing Public Education at the University of Washington are evaluating ProComp, Denver Public Schools’ revolutionary pay-for-performance teacher compensation system. Using a mixed evaluation design, we hope to answer the following research questions: Does ProComp achieve stakeholder expectations, increase student achievement, and attract and retain high quality educators? Is ProComp a sustainable, manageable, understandable compensation system? Do stakeholders have recommendations for improvement?
Paul Teske, former CEPA director and now Dean of UCD’s School of Public Affairs, is a co-author of Pay-for-Performance Teacher Compensation: An Inside View of Denver's ProComp Plan (Phil Gonring; Paul Teske; and Brad Jupp) Harvard Education Press:2007
For more information, contact Robert Reichardt.For more information, contact Robert Reichardt.
FOR RELATED PUBLICATIONS, SEE PUBLICATIONS