Laura S. Hamilton — Publications
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Approaches and Obstacles to Promoting Media Literacy Education in U.S. Schools
2021
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Media Literacy Education to Counter Truth Decay: An Implementation and Evaluation Framework
2021
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Media Literacy Standards to Counter Truth Decay
2021
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2019 American Teacher Panel Civic Education Survey: Technical Documentation
2020
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Building and Sustaining Innovative High Schools: Findings from the Opportunity by Design Study
2020
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COVID-19 and the State of K-12 Schools: Results and Technical Documentation from the Fall 2020 American Educator Panels COVID-19 Surveys
2020
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COVID-19 and the State of K–12 Schools: Results and Technical Documentation from the Spring 2020 American Educator Panels COVID-19 Surveys
2020
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Data Access and Use Among Middle and High School Principals
2020
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Designing and Sustaining Innovative High Schools: Successes, Challenges, and Student Outcomes
2020
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Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning
2020
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Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning: Executive Summary
2020
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High School Teachers' Perceptions and Use of Personalized Learning: Findings from the American Teacher Panel
2020
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Learn Together Surveys: 2019 Technical Documentation and Survey Results
2020
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Learn Together Surveys: 2020 Technical Documentation and Survey Results
2020
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Media Use and Literacy in Schools: Civic Development in the Era of Truth Decay
2020
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Prepared for a Pandemic? How Schools' Preparedness Related to Their Remote Instruction During COVID-19
2020
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Preparing Children and Youth for Civic Life in the Era of Truth Decay: Insights from the American Teacher Panel
2020
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Priming the Leadership Pipeline: School Performance and Climate Under an Urban School Leadership Residency Program
2020
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Social Studies Teachers' Perspectives on Key Civic Outcomes in 2010 and 2019: Civic Development in the Era of Truth Decay
2020
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Social Studies Teachers' Trust in Institutions and Groups: Civic Development in the Era of Truth Decay
2020
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Supports for Social and Emotional Learning in American Schools and Classrooms: Findings from the American Teacher Panel
2020
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Supports for Social and Emotional Learning in Schools: Findings from the American Teacher Panel
2020
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Teacher and Principal Perspectives on Supports for Students' College and Career Pathways: Findings from the American Educator Panels
2020
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Teachers' Civics Instructional Materials: Civic Development in the Era of Truth Decay
2020
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Teaching and Leading Through a Pandemic: Key Findings from the American Educator Panels Spring 2020 COVID-19 Surveys
2020
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Where Do Educators Turn to Address Instructional and Behavior Challenges?
2020
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Which Parents Need the Most Support While K–12 Schools and Child Care Centers Are Physically Closed?
2020
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Get Smart About Social and Emotional Learning Measurement
2019
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Intensive Partnerships for Effective Teaching Enhanced How Teachers Are Evaluated But Had Little Effect on Student Outcomes
2019
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Preparing School Leaders for Success: Evaluation of New Leaders' Aspiring Principals Program, 2012–2017
2019
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Raising the Bar for Teacher Preparation: Early Signals on How Louisiana's Education Policy Strategies Are Working Across the State
2019
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The "Raising the Bar" Series on Louisiana's Education Policy Strategies to Support Students from Birth Through High School: Technical Appendix — Data Sources and Methods
2019
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School and Classroom Climate Measures: Considerations for Use by State and Local Education Leaders
2019
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Stakeholder Feedback Surveys as Indicators of Teaching Effectiveness
2019
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Support for Social and Emotional Learning Is Widespread: Principals and Teachers Give Insight into How They Value, Address, and Measure It, and Which Supports They Need
2019
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Teacher and Principal Perspectives on Social and Emotional Learning in America's Schools: Findings from the American Educator Panels
2019
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Teacher Perspectives on Social and Emotional Learning in Massachusetts: Findings from the American Teacher Panel
2019
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Validity Evidence Supporting Use of Anchoring Vignettes to Measure Teaching Practice
2019
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Walking a Fine Line: School Climate Surveys in State ESSA Plans
2019
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What Other States Can Learn from Louisiana's Ambitious Efforts to Reshape Its Education System
2019
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Building a Repository of Assessments of Interpersonal, Intrapersonal, and Higher-Order Cognitive Competencies
2018
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Choosing and Using SEL Competency Assessments: What Schools and Districts Need to Know
2018
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Commentary on the Special Issue on Social-Emotional Assessment to Guide Educational Practice
2018
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Distributing Instructional Leadership: Implementation Lessons from an Urban School Leadership Residency Program
2018
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How Do Teachers Perceive Feedback and Evaluation Systems? Findings from the American Teacher Panel
2018
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Improving Teaching Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching Through 2015–2016
2018
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Investing in Evidence-Based Social and Emotional Learning: Companion Guide to Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review
2018
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A Nationwide Look at Teacher Perceptions of Feedback and Evaluation Systems: Findings from the American Teacher Panel
2018
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Raising the Bar: Louisiana's Strategies for Improving Student Outcomes
2018
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Raising the Bar for Student Outcomes in Louisiana
2018
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RAND Education Assessment Finder
2018
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Creating an Indicator of K–12 Classroom Coverage of Science, Technology, Engineering, and Math (STEM) Content and Practices
2017
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Designing Innovative High Schools: Implementation of the Opportunity by Design Initiative After Two Years
2017
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Early Insights on Designing Innovative High Schools: Interim Findings from an Evaluation of the Opportunity by Design Initiative
2017
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How Does Personalized Learning Affect Student Achievement?
2017
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How the Every Student Succeeds Act Can Support Social and Emotional Learning
2017
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Informing Progress: Insights on Personalized Learning Implementation and Effects
2017
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Observations and Guidance on Implementing Personalized Learning
2017
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Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review
2017
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U.S. Teachers' Support of Their State Standards and Assessments: Findings from the American Teacher Panel
2017
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Improving Teaching Effectiveness: Implementation: The Intensive Partnerships for Effective Teaching Through 2013–2014
2016
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Preliminary Findings about the Implementation of Common Core State Standards Based on the May 2014 Field Tests of the American Teacher Panel and the American School Leader Panel
2016
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Taking Stock: The Intensive Partnerships for Effective Teaching Through 2013–2014
2016
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What Are Teachers' and School Leaders' Major Concerns About New K–12 State Tests? Findings from the American Teacher and American School Leader Panels
2016
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What Supports Do Teachers Need to Help Students Meet Common Core State Standards for English Language Arts and Literacy? Findings from the American Teacher and American School Leader Panels
2016
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What Supports Do Teachers Need to Help Students Meet Common Core State Standards for Mathematics? Findings from the American Teacher and American School Leader Panels
2016
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Continued Progress: Promising Evidence on Personalized Learning
2015
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Continued Progress: Promising Evidence on Personalized Learning: Executive Summary
2015
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Continued Progress: Promising Evidence on Personalized Learning: Survey Results Addendum
2015
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The Feasibility of Developing a Repository of Assessments of Hard-to-Measure Competencies
2015
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Can New Tests Lead to Better Teaching and Deeper Learning?
2014
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Competency-Based Education in Three Pilot Programs: What It Is, How It's Implemented, and How It's Working
2014
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Competency-Based Education in Three Pilot Programs: Examining Implementation and Outcomes
2014
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Laying the Foundation for Successful School Leadership
2014
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Measuring Hard-to-Measure Student Competencies: A Research and Development Plan
2014
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Personalized Learning Instructional Staff Survey Results (Spring 2014)
2014
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Preparing Principals to Raise Student Achievement: Implementation and Effects of the New Leaders Program in Ten Districts
2014
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Preparing Principals to Raise Student Achievement: Implementation and Effects of the New Leaders Program in Ten Districts — Appendix
2014
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Principal Preparation Matters: How Leadership Affects Student Achievement
2014
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Improving Accountability Through Expanded Measures of Performance
2013
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Incentive Pay Programs Do Not Affect Teacher Motivation or Report Practices: Results from Three Randomized Studies
2013
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Laying the Foundation for Successful School Leadership
2013
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Measuring 21st Century Competencies: Guidance for Educators
2013
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New Assessments, Better Instruction? Designing Assessment Systems to Promote Instructional Improvement
2013
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RAND Review: Vol. 36, No. 3, Winter 2012-2013
2013
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Addressing Challenges in Evaluating School Principal Improvement Efforts
2012
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Challenges and Opportunities Facing Principals in the First Year at a School
2012
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Evaluating Efforts to Improve School Leadership: Challenges and Recommendations
2012
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First-Year Principals in Urban School Districts: How Actions and Working Conditions Relate to Outcomes
2012
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Implementing Measures of Teacher Effectiveness
2012
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Improving School Leadership Through Support, Evaluation, and Incentives: The Pittsburgh Principal Incentive Program
2012
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Improving School Leadership Through the Pittsburgh Principal Incentive Program
2012
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Measuring Teaching Quality Using Student Achievement Tests: Lessons from Educators' Responses to No Child Left Behind
2012
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No Evidence That Incentive Pay for Teacher Teams Improves Student Outcomes: Results from a Randomized Trial
2012
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Standards-based Accountability in the United States: Lessons Learned and Future Directions
2012
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Team Pay for Performance: Experimental Evidence from the Round Rock Pilot Project on Team Incentives
2012
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Expanded Measures of School Performance
2011
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Expanding Measures of School Performance Under the Elementary and Secondary Education Act
2011
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The Role of Students in Data Use: Commentary on Coburn and Turner's Research on Data Use : a Framework and Analysis
2011
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Using Student Performance to Evaluate Teachers
2011
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Are Performance-Based Accountability Systems Effective? Evidence from Five Sectors
2010
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Expanding What Counts When Evaluating Charter School Effectiveness
2010
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Incorporating Student Performance Measures into Teacher Evaluation Systems
2010
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No Child Left Behind Act of 2001. Effectiveness of Two Programs in the Pittsburgh Public Schools
2010
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Preliminary Findings from the New Leaders for New Schools Evaluation
2010
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Student Test Results in School Accountability
2010
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Teacher Pay For Performance: Experimental Evidence from the Project on Incentives in Teaching
2010
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Testing What Has Been Taught: Helpful, High-Quality Assessments Start with a Strong Curriculum
2010
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Toward a Culture of Consequences: Performance-Based Accountability Systems for Public Services — Executive Summary
2010
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Toward a Culture of Consequences: Performance-Based Accountability Systems for Public Services
2010
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Designing Effective Pay-for-Performance in K-12 Education
2009
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A Longitudinal Investigation of the Relationship Between Teachers' Self-Reports of Reform-Oriented Instruction and Mathematics and Science Achievement
2009
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Perspectives on Educational Management Organizations
2009
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Pittsburgh Public Schools' Excellence for All: Year 2 Evaluation
2009
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RAND Review: Vol. 33, No. 2, Summer 2009
2009
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Standards-Based Reform in the United States: History, Research, and Future Directions
2009
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Texas Educator Excellence Grant (TEEG) Program: Year Three Evaluation Report
2009
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Using Student Achievement Data to Support Instructional Decision Making
2009
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Accountability and Teaching Practices: School-Level Actions and Teacher Responses
2008
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Assistance and Accountability in Externally Managed Schools: The Case of Edison Schools, Inc.
2008
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Equating and Linking of Educational Assessments in High-Stakes Accountability Systems
2008
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Implementing No Child Left Behind in Three States
2008
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Pain and Gain: Implementing No Child Left Behind in Three States, 2004-2006
2008
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Performance-based Accountability Policies: Implications for School and Classroom Practices
2008
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RAND Review: Vol. 32, No. 3, Fall 2008
2008
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Supplemental Analyses of ISBA Survey Responses
2008
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Texas Educator Excellence Grant (TEEG) Program: Year One Evaluation Report
2008
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Texas Educator Excellence Grant (TEEG) Program: Year Two Evaluation Report
2008
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Evaluation of Two Out-of-School Programs in Pittsburgh Public Schools: No Child Left Behind’s Supplemental Educational Services and State of Pennsylvania’s Educational Assistance Program
2007
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How Educators in Three States Are Responding to Standards-Based Accountability Under No Child Left Behind
2007
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RAND Review: Vol. 31, No. 3, Fall 2007
2007
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The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures
2007
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Spring 2007 TEEG Survey Results Chi-Square Analyses by Grade Level
2007
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Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States
2007
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Value-Added Assessment in Practice: Lessons from the Pennsylvania Value-Added Assessment System Pilot Project
2007
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What Can TIMSS Surveys Tell Us About Mathematics Reforms in the United States During the 1990s?
2007
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A Better Way: Measuring Charter School Success and Failure
2006
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Does Reform-Oriented Teaching Make a Difference? The Relationship Between Teaching Practices and Achievement in Mathematics and Science
2006
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Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement
2006
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Instructional Practices Related to Standards and Assessments
2006
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Making Sense of Data-Driven Decision Making in Education: Evidence from Recent RAND Research
2006
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Measuring Child-Staff Ratios in Child Care Centers: Balancing Effort and Representativeness
2006
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Measuring Instructional Responses to Standards-Based Accountability
2006
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Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners: Research and Development Report
2006
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Teachers as Implementers of Mathematics and Science Systemic Reform Policies
2006
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Testing for Accountability in K-12
2006
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Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics
2006
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Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics
2006
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Using Test-Score Data in the Classroom
2006
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Validating Achievement Gains in Cohort-To-Cohort and Individual Growth-Based Modeling Contexts
2006
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High-Performance Government: Structure, Leadership, Incentives
2005
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Inspiration, Perspiration, and Time: Operations and Achievement in Edison Schools
2005
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Introduction to First-Year Findings from the Implementing Standards-Based Accountability (ISBA) Project
2005
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Measuring the Practices, Philosophies, and Characteristics of Kindergarten Teachers
2005
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Teachers’ Responses to Standards-Based Accountability
2005
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A Value-Added Modeling Approach for Examining the Relationship Between Reform Teaching and Mathematics Achievement
2005
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Assessment as a Policy Tool
2004
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A Decade of Entrepreneurship in Education: A Look at Edison Schools' Improvement Strategies and Their Effects on Student Achievement
2004
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Evaluating Value-Added Models for Teacher Accountability
2004
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External Audiences for Test-Based Accountability: The Perspectives of Journalists and Foundations
2004
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Improving Educational Outcomes Through Accountability: Lessons from Other Sectors
2004
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Improving Inferences About Student Achievement
2004
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Is Reform-Oriented Teaching Related to Mathematics and Science Achievement?
2004
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Let's See More Empirical Studies on Value-Added Modeling of Teacher Effects: A Reply to Raudenbush, Rubin, Stuart and Zanutto, and Reckase
2004
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Models for Value-Added Modeling of Teacher Effects
2004
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No Child Left Behind Act of 2001.
2004
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Organizational Improvement and Accountability: Lessons for Education from Other Sectors
2004
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The Promise and Peril of Using Value-Added Modeling to Measure Teacher Effectiveness
2004
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Vignette-Based Surveys and the Mosaic II Project
2004
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Assessment of Students with Disabilities in Kentucky: Inclusion, Student Performance, and Validity
2003
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Charter School Operations and Performance: Evidence from California
2003
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Gender Differences on High School Science Achievement Tests: Do format and Content Matter?
2003
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How California Charter Schools Operate and Perform
2003
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Interactions Among Instructional Practices, Curriculum and Student Achievement: The Case of Standards-Based High School Mathematics
2003
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Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science
2003
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Working Smarter to Leave No Child Behind: Practical Insights for School Leaders
2003
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Benefits of a Statewide Student Identifier System for California
2002
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Making Sense of Test-Based Accountability in Education
2002
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Measuring Reform-Oriented Instructional Practices in Mathematics and Science
2002
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RAND Review: Vol. 26, No. 1, Spring 2002
2002
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Does Matching Student and Teacher Racial/Ethnic Group Improve Math Scores?
2001
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The Performance of Students With Disabilities on New York's Revised Regents Comprehensive Examination in English
2001
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Teaching Practices and Student Achievement: Evaluating Classroom-Based Education Reforms
2001
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Teaching Practices and Student Achievement: Report of First-Year Findings from the ‘Mosaic’ Study of Systemic Initiatives in Mathematics and Science
2000
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Using Web Based Testing for Large Scale Assessment
2000
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What Do Test Scores in Texas Tell Us?
2000
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Detecting Gender-Based Differential Item Functioning on a Constructed-Response Science Test
1999
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Large-Scale Testing: Current Practices and New Directions
1999
