Teacher Preparation Experiences and Early Teacher Effectiveness Study (TPEETE) is a data collection that is part of a study authorized under the Improving Teacher State Formula Grants (TSFG) program. TSFG includes a cross-sectional survey that measures the frequency of particular variations in teachers' preparation experiences. The study examines whether the instructional skills that teachers learn about and have opportunities to practice in their preparation programs are associated with novice teachers' effectiveness in the classroom, as measured by teacher value-added scores. The data collection was conducted using electronic data collection from school districts and online surveys of school districts and elementary and middle school teachers. Teachers in their first, second, or third year of teaching responsible for teaching to at least one general education classroom of fourth- through sixth-grade students were sampled. TSFG will compute value-added scores for teachers, based on students' state math and English language arts tests, and examine the relationships between teacher preparation experiences and teacher value-added scores.

The Elementary School Math Professional Development Impact Evaluation (Elementary School Math PD Evaluation) is a data collection that is part of the Professional Development Impact Program (PD Impact). Elementary School Math PD Evaluation examines the implementation and impact of the Math Professional Development (PD) program, by means of collecting fourth-grade teachers' content knowledge, classroom practices, and their student's achievement for one academic year. Two-hundred such volunteer teachers from six local education agencies (LEAs) were recruited to be randomly assigned to either an experimental or control group. Teachers in the experimental group were given the PD intervention, whereas teachers in the control group engaged in their LEAs' and schools' standard PD regimen over the 2013-14 academic year. At the end of the experimental period, a survey was then administered to obtain teacher background information for covariate use in the impact analyses. Key statistics produced from Elementary School Math PD Evaluation include, inter alia, the implementation of the PD program and its impact on the participating teachers' students' achievement in the classroom.

The Impact Evaluation of Race to the Top and School Improvement Grants (RTT-SIG Impact Evaluation) is a study that is part of the Impact Evaluation of Race to the Top and School Improvement Grants (RTT-SIG Impact Evaluation) program. RTT-SIG Impact Evaluation (https://ies.ed.gov/ncee/projects/evaluation/other_racetotop.asp) is a cross-sectional survey that assesses the implementation of the Race to the Top (RTT) and School Improvement Grant (SIG) programs at the State, local education agency (LEA), and school levels, as well as whether the receipt of RTT and/or SIG funding to implement a school turnaround model has had an impact on outcomes for the lowest-achieving schools. Additionally, the study investigates whether RTT reforms were related to improvements in student outcomes and whether implementation of the four school turnaround models, and the strategies within those models, was related to improvement in outcomes for the lowest-achieving schools. The study was conducted using a combination of telephone interviews and web-based surveys targeted to school administrators at the state, LEA, and school levels. Key statistics produced from RTT-SIG Impact Evaluation include State, LEA, and school adoption levels of policies and practices promoted by RTT and SIG, as well as impacts on student outcomes of RTT and SIG funding.

Mathematica Policy Research was contracted by USAID to conduct an impact evaluation of the Amazonia Lee (ALEE) program. We partnered with the Grupo de Análisis para el Desarrollo (GRADE) as our local research and data collection partner to conduct a randomized control trial to rigorously estimate the impacts of Amazonía Lee. The main data sources for the impact evaluation are student reading assessments, classroom observations, a teacher survey, and a school infrastructure survey. We collected three rounds of survey data from a sample of program and control schools in two regions: Ucayali and San Martin. Mathematica cleaned the raw survey data collected by GRADE and produced data files for use in the final analysis. The cleaned survey data in these files are part of the deliverables of the Amazonía Lee evaluation. In preparing the cleaned survey data for delivery to USAID, we masked all direct identifiers, such as personally identifiable information (PII) of students and teachers, and randomized numeric identifiers such as student and school codes. However, because other potentially indirect identifiers remain in the data, the data files delivered to USAID are intended for restricted use only and should not be made publicly available.

This archived page lists annual performance reports, Government Performance and Results Act (GPRA) indicators, success stories, promising practices, data analysis, and performance reports for the Teacher Quality Enhancement Grants Program.

This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA).

2025 annual calculation of the Washington School Improvement Framework for Federal School Accountability under the Every Student Succeeds Act.