The “irreplaceables” are teachers who are so successful they are nearly impossible to replace, but who too often vanish from schools as the result of neglect and inattention. Irreplaceables influence students for life, and their talents make them invaluable assets to their schools. The problem is, their schools don’t seem to know it. Although this report focuses on public school teachers, most of the concepts are equally applicable in private school settings.
Results from the 2012-2013 ISM Faculty and Management Compensation Survey – Summary of Results (All Respondents)
Released February 2013. This report provides graphic summaries of the results of ISM’s survey on faculty compensation practices and the associated compensation census. Hanover Research summarizes the responses to each question, including breakdowns by day/boarding school and by geographic region, and includes a multiple regression analysis of the determinants of teacher salary. Compensation and benefits for private school administrators, including School Heads, is included. This document is long (228 pages).
Released February 2013. This report, prepared for Independent School Management by Hanover Research, summarizes key findings from the 2012-2013 administration of ISM’s Faculty and Management Compensation Survey. The full report is available to Consortium Gold members elsewhere in the Research area of this site.
Released February 2013. There is increasing agreement among researchers and policymakers that teachers vary widely in their ability to improve student achievement, and the difference between effective and ineffective teachers has substantial effects on standardized test outcomes as well as later life outcomes. However, there is not similar agreement about how to improve teacher effectiveness. Several research studies confirm that on average novice teachers show remarkable improvement in effectiveness over the first five years of their careers. In this working paper, Allison Atteberry, Susanna Loeb, and James Wyckoff employ rich data from New York City to explore the variation among teachers in early career returns to experience. Their goal is to better understand the extent to which measures of teacher effectiveness during the first two years reliably predicts future performance. Their findings suggest that early career returns to experience may provide useful insights regarding future performance and offer opportunities to better understand how to improve teacher effectiveness. They present evidence not only about the predictive power of early value-added scores, but also on the limitations and imprecision of those predictions.
Released February 2013. In the following report, Hanover Research presents an assessment of the literature regarding the most effective school start times for elementary, middle, and high school students. We review the actions of school start time change committees and pilot studies to provide profiles of schools that have implemented new start times. The current body of research suggests that later start times for middle and high school students can improve academic performance as well as out-of-school behavior. This report presents the background and benefits of ideal school start times, obstacles for implementing new school start times, and guidelines and models for implementing changes. The research is based on public school systems, but some of the ideas provided can be applicable in a private school setting.
Released February 2013. In this report, Hanover Research discusses literature and emerging practices in assessing teacher performance and student achievement in subjects and grades not evaluated by state assessments. Hanover presents detailed profiles of districts and state education departments with well-developed policies. Although the research is based on public school systems, some of the assessment rationales may be applicable in a private school setting.
Page 2 of 13