In any case, those looking for the policy takeaways: read the short summary report on the findings.
Those looking to expand their statistical minds: read the three companion research papers.
Most important are students' perception of a teacher's ability to control a classroom and to challenge students with rigorous work.
Appended are: (1) Sample 8th Grade BAM Item; and (2) Example from Stanford 9 Open-Ended Reading Assessment.
The data showed a strong correlation between the predicted achievement of teachers’ students and their actual scores, as well as the magnitude of success.
That the study randomly assigned teachers offers credence to the researchers’ contention that teachers’ success be determined (and isn’t merely a byproduct of the quality of students who enter their classrooms in September).And those looking to seriously nerd out: watch for the full data sets, which Gates will be making available to other researchers in coming months.The Measures of Effective Teaching (MET) project was designed to help teachers and school systems close the gap between their expectations for effective teaching and what is actually happening in classrooms.The project includes nearly 3000 teachers who volunteered to help researchers identify a better approach to teacher development and evaluation, located in six predominantly urban school districts across the country: Charlotte-Mecklenburg Schools, Dallas Independent School District, Denver Public Schools, Hillsborough County Public Schools (including Tampa, Florida), Memphis City Schools, and the New York City Department of Education.As part of the project, multiple data sources are being collected and analyzed over two school years, including student achievement gains on state assessments and supplemental assessments designed to assess higher-order conceptual understanding; classroom observations and teacher reflections on their practice; assessments of teachers' pedagogical content knowledge; student perceptions of the classroom instructional environment; and teachers' perceptions of working conditions and instructional support at their schools.Few would argue that a system that tells 98 percent of teachers they are "satisfactory" benefits anyone--including teachers.The nation's collective failure to invest in high-quality professional feedback to teachers is inconsistent with decades of research reporting large disparities in student learning gains in different teachers' classrooms (even within the same schools).The project was funded by the Bill & Melinda Gates Foundation.Measures of Effective Teaching project researchers collected data on five different measures of effective teaching: The National Education Policy Center, with funding from the Great Lakes Center for Education Research and Practice, completed four reviews of the MET Project. Rothstein from the University of California Berkeley, former chief economist at the U. Department of Labor, reviewed the initial report of the MET Project for the Think Twice think tank review project.(This report was written with the assistance of Steve Cantrell, Jeff Archer, Sarah Buhayar, Kerri Kerr, Todd Kawakita, and David Parker.Contains 10 figures, 20 tables, and 45 footnotes.) [For related reports, see "Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains. MET Project" (ED540961) and "Gathering Feedback for Teaching: Combining High-Quality Observations with Student Surveys and Achievement Gains.