Tyler uses rich, longitudinal data from the Cincinnati Public School system to examine the extent to which going through Cincinnati’s rigorous teacher evaluation program increases teacher effectiveness as measured by the ability to increase student test score gains.

Tyler uses objective data in the form of automatically generated web logs to examine how much and in what ways teachers view student performance data when it is presented to them in a web-based application. This work also examines the extent to which the use of web-based student data is related to student test score growth.

Tyler examines the extent to which various classroom practices result in student test score growth and the extent to which going through a rigorous classroom-observation evaluation system impacts teacher effectiveness.

Tyler uses objective data in the form of automatically generated web logs to examine how much and in what ways teachers in the New York City school system use ARIS, an online tool designed to deliver student information and test data to teachers in order to inform and improve instructional practice. The study will also examine the extent to which usage is associated with student achievement and school performance.

In this two year project Tyler will conduct a largely qualitative study of the constraints and opportunities that arise when a state or urban school districts attempt to design and implement a new and more rigorous teacher evaluation system.