Consortium for
Educational
Research and
Evaluation–
North
Carolina
The NC Race to the Top
Evaluation:
Findings and Future Direction of the
Evaluation
March 2013
Jessica Anderson, SERVE Center, UNCG
Trip Stallings, Friday Institute, NCSU
Julie Marks, CIPP, UNC-CH
NC Race to the Top Evaluation: 2013 Forward
NC RttT is designed to be a “game changer”
A coordinated set of innovative activities and policy reforms designed to
collectively improve the performances of students, teachers, leaders,
and schools
Evaluation contributes to NC RttT “changing the game”
in two ways:
1. Program Evaluation: Provide formative information on the
implementation of NC RttT initiatives
Inform decisions to
improve implementation Ending in 2013
2. Policy Evaluation: Assess – from the perspective of students,
teachers, leaders, and schools – the improvements that have
occurred as a result of NC RttT initiatives collectively and
individually: Includes LEA-level outcomes for some initiatives
Inform decisions about sustainability and impacts
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Focus of the Evaluation
• External evaluation provides objective analysis
of the activities described in NC’s RttT grant
proposal:
 Implementation fidelity
 Short‐term outcomes
 Collective/overall impact
• Even with the shift from formative to
summative, however, this is still not an
evaluation of specific teachers, leaders, or
schools
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NC RttT Evaluation: Team
Consortium for Educational Research and Evaluation-NC (CERE-NC):
SERVE Center, Carolina Institute for Public Policy, and Friday Institute
Steering Committee: Gary Henry, Terri Shelton, & Glenn Kleiman
Principal Investigator: Gary Henry
Management Committee: Julie Marks, Jessica Anderson, and Trip Stallings
Team Leaders:
Teacher and Leader Effectiveness – Heather Higgens
Equitable Supply and Distribution of Teachers and Leaders – Trip Stallings
Professional Development – Jeni Corn
Turnaround of LEAs and Schools – Charles Thompson
Local-Level Implementation and Spending – Nate Barrett
Overall Impact – Gary Henry and Julie Marks
Other Leadership Roles:
LEA Coordinator – Lynn Amwake (camwake@serve.org; 336 574-8739);
State Liaison - Trip Stallings (dtstalli@ncsu.edu; 919 513-8576)
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NC RttT Initiatives: Evaluation Organization
1. Teacher and leader effectiveness
Integration of value-added student achievement measures into
educator evaluation system
2. Equitable supply and distribution of teachers and leaders
Teach for America, NC Teacher Corps, Regional Leadership Academies,
Teacher Induction Program, Virtual Public School, Incentives
3. Professional development
All professional development activities in support of RttT initiatives,
including: PD for standards and assessment, IIS, and data use; and PD
delivery capacity-building efforts
4. Turnaround of LEAs and schools
Low-achieving LEAs and schools; STEM schools
5. Local-level implementation and spending on RttT
Cloud computing, allocation of RttT funds, cost savings
6. Overall impact of RttT on students, teachers, and school leaders
Cross-Initiative: Omnibus survey of teachers and principals
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Key Findings, 2012 (http://cerenc.org)
Local Strategic Staffing – 18 LEAs developed full strategic
staffing plans, and 55 others developed partial plans.
Highlights: emergence of 2nd-generation strategic staffing
plans; potential for sustainability; diversity in strategic
staffing approaches; and opportunities for idea-sharing
across LEAs.
Distinguished Leadership in Practice – In Year 1, DLP
sessions were conducted for 194 principals (157 completed
the program). Principal feedback and observation data
indicate that face-to-face and online sessions were of high
quality. Principal feedback and focus group data suggest that
participants developed specific leadership knowledge and
skills.
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Key Findings, 2012 (http://cerenc.org)
Online Professional Development – Approximately half of the
state’s educators completed at least one online module by
the end of the 2011-12 school year. Overall, most
participants agreed that the webinars and modules were
relevant to their professional development needs, though
some content was redundant with prior PD activities and not
always content- or grade-specific, and some modules did not
meet Learning Forward/NSDC standards. Most online
modules were completed independently and not in PLCs.
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Key Findings, 2012 (http://cerenc.org)
LEA Expenditures – Total RttT funds allocated to LEAs averages to
$36 per pupil per year. Based on analyses of DSWs, LEAs plan to
use the largest proportion of their RttT funds (49%) for technology,
followed by professional development (21%) and strategic staffing
(15%). In terms of planned activities, LEAs plan to prioritize RttT
funds for professional development (43%) followed by technology
(24%) and strategic staffing (20%).
Value-Added Models – Evaluation of nine commonly-used teacher
value-added models suggests that, while none of the models
performs sufficiently well for high-stakes purposes, four models (a
three-level hierarchical linear model with one year of pretest
scores, a three-level hierarchical linear model with two years of
pretest scores, EVAAS, and a student fixed effects model) are
sufficient for lower-stakes purposes.
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Key Findings, 2012 (http://cerenc.org)
NC Teacher Corps & TFA – NCTC recruitment yielded 441 candidates, of
whom 34 were selected (29 remain the in program; 22 have teaching
jobs). TFA placed 157 corps members in 2011-12, and 219 in 201213—many in teaching “pods” of 3 or more. Almost 90% of TFA corps
members complete two-year commitments.
STEM Affinity Network: Second-Year Report – Anchor schools have
improved instruction and implemented STEM features (such as
project-based learning and partnering for improvement of student
learning) internally. Structures for networking, PD, curriculum
development, and partnerships are in place to support affinity schools,
though some of these activities have been delayed. There is not yet
universal buy-in among anchor school staff, but many report improved
instruction and implementation of STEM strategies. Students in
anchor schools enjoy personalized attention and exhibit high
motivation, engagement, and a passion for learning.
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Omnibus Teacher and Leader Survey
• Administered to probability sample of 365 schools
across the state – a selection of schools that is
reflective of the state as a whole
• Assesses “Instructional Climate”

23 dimensions on leadership and organizational
conditions affecting instruction
• Baseline and Second Round Surveys completed –
Fall 2011, Spring 2012
• Next administration in progress (launched February
2013) and again in 2014 (last administration)
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School-Level Activities Reports:
https://s3.amazonaws.com/evaluation.tool
s/evaluationdb/index.html
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Jess Anderson. SERVE Center, UNCG
janderson@serve.org; (336) 543-6185
Julie Marks, CIPP, UNCCH
jtmarks@email.unc.edu; (919) 962-7422
Trip Stallings, Friday Institute, NCSU
dtstalli@ncsu.edu; (919) 513-8576
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1. Teacher and Leader Effectiveness
Purpose of this Evaluation Project
• To ensure quality, consistency, and fairness of
new and ongoing teacher and principal
evaluation processes through examination of
validity and reliability across multiple
observational perspectives
• To examine educators’ perspectives on new
evaluation standards and the effect of these
standards on educators’ practices
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1. Teacher and Leader Effectiveness
Evaluation Questions
•
•
•
•
Have valid and reliable measures of student growth been
identified for inclusion in the teacher and administrator/principal
evaluation process?
Does the revised evaluation process allow for/make meaningful
distinctions between teachers’ and administrators’ effective and
ineffective performance?
How do educators view the implementation/rollout of the
evaluation process? Does the new evaluation process change
educators’ attitudes? Does it change educators’ practices?
Do performance incentives for teachers in low-performing schools
have positive effects on student and teacher outcomes?
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1. Teacher and Leader Effectiveness
Evaluation Approaches
•
Data sources: existing scholarship; quantitative data (including longitudinal DPI data and survey data collected from principals, teachers, and students); and qualitative data (including teacher and principal interviews, focus group data, and observations of teachers).
Key Deliverables and Estimated Delivery
A. Teacher and Leader Effectiveness: Evaluation
Preliminary Report: Reliability analysis of multiple VA models
2/2012
Report: Preliminary evaluation of contractor's proposed approach to
measuring educator impact on student achievement (based on existing data)
10/2012
Final Report: Evaluation of new EES elements and their implementation
9/2014
B. Teacher and Leader Effectiveness: Incentives
Report: School-level bonuses
8/2013
Report: School-level and individual teacher bonuses
Final Report: Summative evaluation
6/2014
9/2014
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2. Equitable Supply and Distribution
of Teachers and Leaders
Purpose of this Evaluation Project
• To provide both summative and formative
information about RttT efforts to increase the
overall supply and to ensure the equitable
distribution of effective educators statewide
Evaluation Strands
• Baseline
• Regional Leadership
Academies
• NCTC & TFA Expansion
• Strategic Staffing
• New Teacher Induction
• NCVPS Blended STEM
Courses
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2. Equitable Supply and Distribution
of Teachers and Leaders
Overall Evaluation Questions
• What is the nature and quality of the experiences provided
by each of the initiative programs?
• Are students affected by each of these programs better off
than students in schools and districts not served by these
programs?
• Are these initiatives cost-effective and sustainable?
• To what extent did the initiatives further the goal of having
an effective teacher in every classroom and an effective
principal in every school?
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2. Equitable Supply and Distribution
of Teachers and Leaders
Baseline
RLAs
NCTC/TFA
Strategic Staffing
Induction
NCVPS
Accounting Data
Quant Analyses
Artifact Review
Interviews
Surveys
Focus Groups
Observations
Evaluation Approaches: Not just . . . .
X
X
X
X
X
X
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2. Equitable Supply and Distribution
of Teachers and Leaders
Baseline
RLAs
NCTC/TFA
Strategic Staffing
Induction
NCVPS
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Consortium for Educational Research and Evaluation–North Carolina
Accounting Data
Quant Analyses
Artifact Review
Interviews
Surveys
Focus Groups
Observations
Evaluation Approaches: Also . . .
X
X
X
X
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2. Equitable Supply and Distribution
of Teachers and Leaders
Key Deliverables and Estimated Delivery (I)
A. Evaluation of overall changes in distribution of higher-quality & effective teachers & leaders
Develop baseline estimates of the distribution of higher-quality teachers
and school leaders, revised from initial RttT proposal estimates.
Develop estimates of changes and trends in the distribution of higherquality teachers and school leaders.
4/2013
6/2014
B. Evaluation of Regional Leadership Academies
Cost-effectiveness analyses
Final 2012 activity report
Final 2013 activity report
Final Report
2/2012
2/2013
2/2014
9/2014
C. Evaluation of TFA Expansion & NC Teacher Corps (NCTC)
Report: Characteristics and placement of TFA and NCTC candidates
10/2012
Interim Report: NCTC impact on teacher retention
9/2013
Final Report: Impact, qualitative assessment, and policy recommendations
9/2014
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2. Equitable Supply and Distribution
of Teachers and Leaders
Key Deliverables and Estimated Delivery (II)
D. Evaluation of Induction Program for Novice Teachers
Preliminary report/briefing on 1st year implementation
2/2013
Report: Impact and implementation of the 1st year of the 2-year cycle
7/2013
Final Report: Program effectiveness, implementation, and sustainability
10/2014
E. Evaluation of Strategic Staffing Efforts
Report: Local SS plan and implementation review
9/2012
Report: State SS Y1 & Y2 review
9/2013
Final Report: Summative evaluation of local and state SS
9/2014
F. Evaluation of NCVPS Blended Courses
Initial Report: Estimates of blended course impact on teachers, students
4/2013
Report: Qualitative assessment of Y1 and Y2 course offerings
9/2013
Final Report: Impact, qualitative assessment, and policy recommendations
9/2014
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3. Professional Development
Purpose of this Evaluation Project
• To conduct ongoing analysis of the delivery
and quality of state- and local-level
professional development, with the goal of
analyzing the impact of the PDI on local
capacity, teacher practices, and student
achievement.
• We will examine longitudinal education data
combined with data collected using a sample
of schools approach.
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3. Professional Development
Major Evaluation Questions
•
State Strategies: To what extent did the state implement and
support proposed RttT PD efforts?
•
Short-Term Outcomes: What were direct outcomes of State-level
RttT PD Efforts?
•
Intermediate Outcome: To what extent did RttT PD efforts
successfully update the NC Education Workforce?
•
Impacts on student performance: To what extent are gains in
student performance outcomes associated with RttT PD?
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3. Professional Development
Evaluation Approaches
•
•
•
•
•
Interviews and focus groups
Observations
PD, teaching practices, PLCs, local PD Sessions
Research-based review of PD content and delivery, including reviews of the
NCDPI Online Repository and eLearning Portal diagnostics
Data reviews and analyses
administrative data, PDI-specific data (PDI
Participation Database data, survey data including PD Exit Surveys, leadership
inventory, reflection), NCEES summary data, student data including EOG/EOC,
graduation rates; LEA PD expenditure data
Document reviews
LEA PD Action Plans, other PDI-specific documents
Key Deliverables and Estimated Delivery
First Annual Report
1/2012
Annual Report: Status of PDI (2 of 4 reports completed)
12/2012
Annual Report: Status of PDI
12/2013
Final Report: Impact
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4. Turnaround of LEAs and Schools
Purpose of this Evaluation Project
• To understand the extent to which and the ways in
which interventions by the District and School
Transformation division (DST) improve outcomes for
students in the state’s lowest-performing schools and
districts
• To explore the fidelity of implementation of the STEM
Schools initiative and examine its impacts on students,
teachers, principals, schools, and school networks.
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4. Turnaround of LEAs and Schools
Turnaround of LEAs and Schools Evaluation
Questions
• What problems are identified in the low-performing schools and
districts?
• What are the main intervention strategies that the District and
School Transformation unit employs to improve low-performing
schools?
• What are the intended mechanisms of improvement?
• How do the strategies work? Do the strategies and mechanisms
play out as intended?
• What is the impact of the intervention strategies on intermediate
outcomes as well as student achievement and graduation rates?
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4. Turnaround of LEAs and Schools
STEM Anchor Evaluation Questions
•
•
•
•
To what extent have the network of STEM anchor and cluster
schools been implemented as intended?
What are the impacts of the network of STEM anchor and
cluster schools on student and on school-level outcomes and
how do these impacts compare with the impacts of other
transformation models?
Can the impacts on student performance be disaggregated by
student and school characteristics?
What mechanisms are put in place for the sustainability and
scaling up of the model, or its most successful elements?
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4. Turnaround of LEAs and Schools
Evaluation Approaches
•
DST: 30+ site visits, multiple interviews (over the next three years with
multiple people), observations, focus groups, surveys, artifact review,
document analysis, and quantitative analyses.
•
STEM: Predominantly qualitative analyses (observations of professional
development, site visits to STEM schools, interviews with providers), with
quantitative analyses (student and school staff surveys, administrative
data).
Key Deliverables and Estimated Delivery
A. Evaluation of District and School Transformation RttT Work
Preliminary Baseline Report
12/2011
Report: Formative Assessments of the Efforts to Transform the Lowest-Performing Schools
2/2013
Annual Report
12/2013
Final Report: Quantitative and qualitative findings
9/2014
B. Evaluation of STEM Anchor School System Development
Baseline Scan and Year 1 report
12/2011 & 3/2012
Year 2 Report
11/2012
Year 3 Report
12/2013
Year 4 Report
9/2014
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5. Local-Level Implementation & Spending
Purpose of this Evaluation Project
• To determine how Race to the Top funding
is being allocated and used across districts
and schools throughout NC
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5. Local-Level Implementation & Spending
Cloud Questions
•
•
•
To what extent does the Cloud reduce state & local expenditures
for technology?
To what extent does the Cloud provide reliable, secure, accessible,
and efficient service?
How satisfied are LEAs with the Cloud Computing infrastructure?
Local Spending Questions
•
•
How do local districts spend RttT funds?
Are some local RttT spending patterns associated with higher
student performance in schools and districts?
Local Efficiencies and Savings Questions
•
Do RttT funds alter costs incurred by the state and districts?
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5. Local-Level Implementation & Spending
Evaluation Approaches
•
Mixed-method approach, combining document review, interviews,
surveys, and quantitative analysis of administrative data
Key Deliverables and Estimated Delivery
Conduct baseline analysis of local education expenditures in preparation for cost
analyses, which will specifically include the technology initiative
9/2012
Site reports on local RttT spending; survey findings; baseline productivity report
4/2013
Follow-up to 2012 report; interval and summative productivity report
9/2014
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6. Overall Impact
Purpose of this Evaluation Project
• To provide estimations of the overall impact of RttTfunded initiatives
• To explore under what conditions and circumstances
the initiatives collectively and in various combinations
appeared to be most effective, and for whom
• To consider sustainability options beyond the life of the
grant
• To track and compare the metrics/goals defined in the
proposal
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6. Overall Impact
Evaluation Questions
• Was each RttT initiative implemented as intended?
• To what extent has RttT enhanced North Carolina’s
latent capacity to provide and support an effective
workforce (e.g. provision of EVAAS data to all
teachers, creation of the Cloud etc)?
• To what extent has RttT enabled North Carolina to
leverage capacity to provide and support an effective
education workforce (i.e. once the capacity is created,
to what extent is it utilized?)
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6. Overall Impact
Evaluation Questions cont’d...
• How has RttT increased the effectiveness and
equitable distribution of North Carolina’s Education
Work Force?
• How has RttT increased student performance and
decreased achievement gaps? (NAEP scores,
graduation rates, college readiness & enrollment, state
testing data)
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6. Overall Impact
Evaluation Questions cont’d...
• How does the impact of RttT on capacity, educator
effectiveness, and student performance vary between
different types of schools and LEAs? (I.e. high-poverty
or low performing schools)
• What initiatives show promise for continuing impact on
capacity, educator effectiveness, and student
achievement?
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6. Overall Impact
Evaluation Approaches
•
The Overall Impact evaluation will consider selected quantitative
and qualitative data and results from all initiative-level
evaluations, as well as cross-initiative and all-inclusive data
Key Deliverables and Estimated Delivery
Summary of key formative findings, Years 1 and 2
2/2013
Overall cost and sustainability analysis of the RttT initiatives
12/2013
Final Report: Synthesis and policy recommendations across initiatives
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