Naomi Chudowsky

 

 

For the National Academy of Education, Naomi Chudowsky co-authored this 2013 report on key methodological and policy issues in the evaluation of teacher preparation programs.  It reviews existing methods of assessing the quality of teacher preparation programs and develops a framework for improving the evaluation of those programs.“While the calls for measuring and improving the quality of teacher preparation across the country grow louder, so does the need for a systematic analysis of various approaches that are used to evaluate the quality and effectiveness of those programs,” said Michael J. Feuer, NAEd president. “Educators and policymakers can look to this report for guidance on implementing and improving upon evaluation strategies.”

 

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We have recently conducted program evaluations for:

  • Birthright Israel

  • Charles and Lynn Schusterman Family Foundation

  • TAMID Group

  • Israel on Campus Coalition

  • Jim Joseph Foundation

  • Center for Advanced Technology in Education, University of Oregon

  • Jewish Agency for Israel

  • Paul E. Singer Foundation

Stuck in a Rut: Oregon Student Achievement 

2003-2017

 Oregon student achievement has declined relative to the U.S. as a whole and relative to many other states. The data come from the National Assessment of Educational Progress, commonly known as the Nation's Report Card.

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Who Attends Charter Schools and How Are Those Students Doing?

 

 

This report, commissioned by the National Assessment Governing Board, examines what NAEP can tell us about charter school enrollment and student performance. The study uses NAEP background variables along with  reading and mathematics scores. 

 

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This study, for the Center on Education Policy, provides a detailed look at student performance on state tests and examines whether state-level results from the National Assessment of Educational Progress (NAEP) confirm the trends found on state tests. The report tracks data for all states and the District of Columbia in math and reading for grades 4, 8, and high school by student race, ethnicity, income, and gender from 2002 through 2009.

 

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Getting Value Out of Value-Added

 

 

This report was for the National Research Council. Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality, and therefore present many technical challenges.

 

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Results from international large-scale assessments (ILSAs) garner considerable attention in the media, academia, and among policy makers. Although there is widespread recognition that ILSAs can provide useful information, there is debate about what types of comparisons are the most meaningful and what could be done to assure more sound interpretations. To address these issues, the National Academy of Education (NAEd) assembled a Steering Committee to examine the future of ILSAs from a variety of disciplinary perspectives. The committee held two workshops, commissioned a series of papers, and has produced a summary report. TrueScore consultants staffed the committee and co-authored the summary report.

 

Using data from state reading and mathematics tests, this report takes an in-depth look at the performance of male and female students. The study includes a national snapshot of 2008 achievement differences in both subjects at grades 4, 8, and in high school. 

 

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