Educator Quality and Retention

DRE staff evaluate programs that address issues such as teacher effectiveness, compensation, mentorship, career and professional development, and retention.

Recent Publications

Measurement Validity and Reliability of Professional Pathways for Teachers: Technical Report

The purpose of this Professional Pathways for Teachers (PPfT) evaluation was to examine the measurement validity and reliability of PPfT appraisal data from the 2017–2018 school year. The PPfT appraisal is a multi-measure system that covers three areas: instructional practices (IP), professional growth and responsibilities (PGR), and two student growth measures: a teacher-level student learning objective (SLO) measure and a campus-level school-wide value-added (SWVA) measure.

Professional Pathways for Teachers: Summary of Evaluation Findings From 2017–2018

Professional Pathways for Teachers (PPfT) is a human capital system that blends three primary components: appraisal, compensation, and professional development (PD) opportunities. The purpose of PPfT is to build the capacity of Austin Independent School District (AISD) teachers through a comprehensive system of supports and compensation with the ultimate goal of having a positive impact on teacher retention and student achievement. The current evaluation document presents descriptive analyses of the 2017–2018 PPfT appraisal and compensation data.

Educator Excellence Innovation Program (EEIP), Multi-Year Summary of Implementation, 2014–2015 through 2017–2018

EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This report summarizes the four-year implementation of EEIP schools and provides valuable lessons learned from the program.

Thinking Heuristically About Student Growth in Austin Independent School District

This report presents a question-driven exploration of growth and achievement data using SAS EVAAS reports. The purpose of this exploration was to bring additional data, information, and ways of thinking about student growth to ongoing district conversations about the measurement of campus-level student growth.