Roddy Theobald
Dados Biográficos
| ID | 267284 |
|---|---|
| NOME | Roddy Theobald |
| PRENOMES | Roddy |
| SOBRENOME | Theobald |
| ASSINATURA | THEOBALD R |
| AFILIAÇÕES | American Institutes for Research |
| ORCID | 0000-0002-5479-4147 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAÇÕES | 179 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Postpandemic Teacher Supply and Demand
Teacher staffing challenges were pervasive throughout the pandemic, but the downturn in student enrollment combined with the end of Elementary and Secondary School Emergency Relief funds leaves considerable uncertainty about the postpandemic teacher labor market. We use data on new teacher endorsements and job postings scraped from district hiring websites in Washington to measure postpandemic supply and demand for teachers both overall and by su…
Leveraging Administrative Data to Study the Special Education Teacher Workforce
Special educator shortages have threatened the provision of services U.S. to students with disabilities since the passage of the Education for All Handicapped Children Act in 1975, since reauthorized as the Individuals with Disabilities Education Act. We conducted a systematic review of studies that used administrative data to study the special educator workforce. We identified 12 studies addressing policies or practices related to the compositio…
Measuring the Quality of the Teacher Workforce
Researchers from the Center for Analysis of Longitudinal Data in Education Research at the American Institutes for Research examine two approaches to measuring teacher effectiveness: traditional value-added measures (VAMs) based on test scores and newer measures focusing on non-test outcomes like attendance and behavior. Analysis of data from 8,000 Massachusetts teachers reveals three key findings: teachers vary significantly in their effectivene…
Misalignments Between Student Teaching Placements and Initial Teaching Positions
Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in the U.S. state of Massachusetts from their field placements to their early-career teaching positions and study the characteristics of their field placements and…
School District Job Postings and Staffing Challenges Throughout the Second School Year During the Covid-19 Pandemic
Purpose: In this paper we investigate school district staffing challenges during the 2021–22 school year, the second school year of the COVID-19 pandemic. Research Methods/Approach: We use novel data from Washington state collected by scraping websites for job postings during the 2021–22 school year; the districts represented in the study serve more than 98% of students in the state. We analyze these data using descriptive and regression analyses…
Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance
We evaluate the predictive validity of the Massachusetts Candidate Assessment of Performance (CAP), a practice-based assessment of teaching skills that is now a requirement for teacher preparation program completion in Massachusetts. We find that candidates’ performance on the CAP significantly predicts their in-service summative performance evaluations in their first 2 years in the teaching workforce, but it is not predictive of their value adde…
Four years of pandemic-era emergency licenses
The Long and Winding Road
Nationally, more than 75% of individuals who are credentialed to teach are prepared in traditional college- or university-based teacher education programs (TEPs). But the college and employment pathways that prospective teachers take to TEP enrollment and completion have not been comprehensively examined. A better understanding of how credentialed individuals find their way into TEPs helps us understand the sources of new teacher supply early in …
Attention to Equity in Teacher Education Admissions Processes
This study investigated the underexplored topic of teacher preparation program admissions processes by interviewing faculty and analyzing program documents. We investigated how 31 K-12 mathematics and science teacher preparation programs (MSTPPs) and faculty attend to diversity, equity, inclusion, and social and racial justice (DEIJ). Specific foci included applicant recruitment and selection, components of applications (e.g., forms, essays, and …
Assessing Licensure Test Performance and Predictive Validity for Different Teacher Subgroups
We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers’ in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color. Although candidates of color have lower first-time pass rates and are less likely to retake licensure tests,…
How did it get this way? Disentangling the sources of teacher quality gaps through agent-based modeling
Sometimes Less, Sometimes More
We leverage nationally representative data and statewide data from Washington to investigate trends in occupational career and technical education (CTE) participation for students with and without disabilities. Consistent with prior work, we document declines in occupational CTE participation since the early 2000s, but we provide the first evidence that this decline can be explained by movement out of courses that are no longer considered CTE. Un…
Teacher Attrition and Mobility Over Time
We use 35 years of data on public school teachers in Washington to calculate several different measures of teacher attrition and mobility. We explore how these rates vary over time and their relationship with the state unemployment rate. Annual rates of teacher attrition from the workforce have been between 5% and 8% for each of the past 35 years, and there is a strong negative relationship between unemployment rates and these rates of attrition.…
Lost to the System? A Descriptive Exploration of Teacher Candidates’ Career Paths
We use data on over 14,000 teacher candidates in Washington state, merged with employment data from the state’s public schools and Unemployment Insurance system, to investigate the career paths of recently certified teacher candidates in the state. About two thirds of these candidates are observed as public school teachers at some point within 5 years after completing student teaching, many of whom transition from nonteaching education positions …
Public School Teacher Contracts and State-Level Reforms
In many school districts, the policies that regulate teaching personnel are governed by collective bargaining agreements (CBAs). While there is significant policy attention that has affected the scope of these agreements, there is relatively little research on how CBAs vary over time, or whether they change in response to states’ legislative reforms. Using a panel data set of over 1,200 CBAs across three states, we compare CBA change before and a…
Front End to Back End
We use a database of over 15,000 teacher candidates from 15 teacher education programs in Washington state to investigate the connections between specific teacher preparation experiences and the likelihood that these candidates enter and stay in the state's public teaching workforce. As has been found in prior research, candidates with endorsements in hard-to-staff subjects like math and special education are more likely to enter the public teach…
The role of teachers and schools in explaining STEM outcome gaps
The effects of Covid-19 on teacher preparation
COVID-19 profoundly affected teacher preparation during the 2019-20 school year. Based on survey responses from nearly all Washington state teacher education programs (TEPs), Kathryn Choate, Dan Goldhaber, and Roddy Theobald find that the pandemic had predictable but concerning effects on teacher preparation. Most notably, student-teaching requirements were greatly reduced or waived completely for many candidates. Survey responses do not suggest …
Student Teaching and the Geography of Teacher Shortages
We use a unique dataset of student teaching placements in the State of Washington and a proxy for teacher shortages, the proportion of new teacher hires in a school or district with emergency teaching credentials, to provide the first empirical evidence of a relationship between student teaching placements and teacher shortages. We find that schools and districts that host fewer student teachers or are nearby to districts that host fewer student …
High School English Language Arts Teachers and Postsecondary Outcomes for Students With and Without Disabilities
We used longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher qualifications and the high school and postsecondary outcomes of their students, and whether these relationships differed for students with and without disabilities. We found that students assigned to 10th-grade ELA teachers with higher value added had better test scores, were more likely to graduate on-tim…
Teacher Candidate Apprenticeships
We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers") and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teac…
Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools
There is mounting evidence of substantial “teacher quality gaps” (TQGs) between advantaged and disadvantaged students but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states—North Carolina and Washington—to provide a descriptive history of the evolution of TQGs in these states. We find that TQGs exist in every year in each state, and for all measures, we …
Does the Match Matter? Exploring Whether Student Teaching Experiences Affect Teacher Effectiveness
We use data from six Washington State teacher education programs to investigate the relationship between teacher candidates’ student teaching experiences and their later teaching effectiveness. Our primary finding is that teachers are more effective when the student demographics of their current school are similar to the student demographics of the school in which they did their student teaching. While descriptive, this suggests that the school c…
Evaluating Prospective Teachers
We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA…
Inconvenient Truth? Do Collective Bargaining Agreements Help Explain the Mobility of Teachers within School Districts
We utilize detailed teacher‐level longitudinal data from Washington State to investigate patterns of teacher mobility in districts with different collective bargaining agreement (CBA) transfer provisions. Specifically, we estimate the log odds that teachers of varying experience and effectiveness levels transfer out of their schools to other schools in the district in Washington kindergarten through 12th grade (K‐12) public schools. We find littl…
Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students
Policymakers aiming to close the well-documented achievement gap between advantaged and disadvantaged students have increasingly turned their attention to issues of teacher quality. A number of studies have demonstrated that teachers are inequitably distributed across student subgroups by input measures, like experience and qualifications, as well as output measures, like value-added estimates of teacher performance, but these tend to focus on ei…
Missing Elements in the Discussion of Teacher Shortages
Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evi…
Teacher Attrition and Mobility Over Time
We use 35 years of data on public school teachers in Washington to calculate several different measures of teacher attrition and mobility. We explore how these rates vary over time and their relationship with the state unemployment rate. Annual rates of teacher attrition from the workforce have been between 5% and 8% for each of the past 35 years, and there is a strong negative relationship between unemployment rates and these rates of attrition.…
Evaluating Prospective Teachers
We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA…
Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools
There is mounting evidence of substantial “teacher quality gaps” (TQGs) between advantaged and disadvantaged students but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states—North Carolina and Washington—to provide a descriptive history of the evolution of TQGs in these states. We find that TQGs exist in every year in each state, and for all measures, we …
Does the Match Matter? Exploring Whether Student Teaching Experiences Affect Teacher Effectiveness
We use data from six Washington State teacher education programs to investigate the relationship between teacher candidates’ student teaching experiences and their later teaching effectiveness. Our primary finding is that teachers are more effective when the student demographics of their current school are similar to the student demographics of the school in which they did their student teaching. While descriptive, this suggests that the school c…
Student Teaching and the Geography of Teacher Shortages
We use a unique dataset of student teaching placements in the State of Washington and a proxy for teacher shortages, the proportion of new teacher hires in a school or district with emergency teaching credentials, to provide the first empirical evidence of a relationship between student teaching placements and teacher shortages. We find that schools and districts that host fewer student teachers or are nearby to districts that host fewer student …
Inconvenient Truth? Do Collective Bargaining Agreements Help Explain the Mobility of Teachers within School Districts
We utilize detailed teacher‐level longitudinal data from Washington State to investigate patterns of teacher mobility in districts with different collective bargaining agreement (CBA) transfer provisions. Specifically, we estimate the log odds that teachers of varying experience and effectiveness levels transfer out of their schools to other schools in the district in Washington kindergarten through 12th grade (K‐12) public schools. We find littl…
Lost to the System? A Descriptive Exploration of Teacher Candidates’ Career Paths
We use data on over 14,000 teacher candidates in Washington state, merged with employment data from the state’s public schools and Unemployment Insurance system, to investigate the career paths of recently certified teacher candidates in the state. About two thirds of these candidates are observed as public school teachers at some point within 5 years after completing student teaching, many of whom transition from nonteaching education positions …
Front End to Back End
We use a database of over 15,000 teacher candidates from 15 teacher education programs in Washington state to investigate the connections between specific teacher preparation experiences and the likelihood that these candidates enter and stay in the state's public teaching workforce. As has been found in prior research, candidates with endorsements in hard-to-staff subjects like math and special education are more likely to enter the public teach…
Public School Teacher Contracts and State-Level Reforms
In many school districts, the policies that regulate teaching personnel are governed by collective bargaining agreements (CBAs). While there is significant policy attention that has affected the scope of these agreements, there is relatively little research on how CBAs vary over time, or whether they change in response to states’ legislative reforms. Using a panel data set of over 1,200 CBAs across three states, we compare CBA change before and a…
Teacher Collective Bargaining
In 2010, Strunk and Reardon introduced a potentially transformative method for analyzing teacher collective bargaining agreements (CBAs). We extend Strunk and Reardon's work by assessing whether the Partial Independence Item Response (PIIR) approach can be applied to subsets of provisions from CBAs, data that may be more feasible for researchers to collect. Utilizing a new data set derived from all provisions in all active CBAs in Washington stat…
Teacher Candidate Apprenticeships
We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers") and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teac…
My End of the Bargain
A large literature on teacher collective bargaining describes the potential influence of the provisions in collectively bargained teacher union contracts on teachers and student achievement, but little is known about what influences the provisions that end up in these contracts. Using a unique data set made up of every active teacher collective bargaining agreement in Washington State, the authors estimate spatial lag models to explore the relati…
Assessing Licensure Test Performance and Predictive Validity for Different Teacher Subgroups
We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers’ in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color. Although candidates of color have lower first-time pass rates and are less likely to retake licensure tests,…
Sometimes Less, Sometimes More
We leverage nationally representative data and statewide data from Washington to investigate trends in occupational career and technical education (CTE) participation for students with and without disabilities. Consistent with prior work, we document declines in occupational CTE participation since the early 2000s, but we provide the first evidence that this decline can be explained by movement out of courses that are no longer considered CTE. Un…
The role of teachers and schools in explaining STEM outcome gaps
Teacher Collective Bargaining
In 2010, Strunk and Reardon introduced a potentially transformative method for analyzing teacher collective bargaining agreements (CBAs). We extend Strunk and Reardon's work by assessing whether the Partial Independence Item Response (PIIR) approach can be applied to subsets of provisions from CBAs, data that may be more feasible for researchers to collect. Utilizing a new data set derived from all provisions in all active CBAs in Washington stat…
My End of the Bargain
A large literature on teacher collective bargaining describes the potential influence of the provisions in collectively bargained teacher union contracts on teachers and student achievement, but little is known about what influences the provisions that end up in these contracts. Using a unique data set made up of every active teacher collective bargaining agreement in Washington State, the authors estimate spatial lag models to explore the relati…
Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students
Policymakers aiming to close the well-documented achievement gap between advantaged and disadvantaged students have increasingly turned their attention to issues of teacher quality. A number of studies have demonstrated that teachers are inequitably distributed across student subgroups by input measures, like experience and qualifications, as well as output measures, like value-added estimates of teacher performance, but these tend to focus on ei…
Inconvenient Truth? Do Collective Bargaining Agreements Help Explain the Mobility of Teachers within School Districts
We utilize detailed teacher‐level longitudinal data from Washington State to investigate patterns of teacher mobility in districts with different collective bargaining agreement (CBA) transfer provisions. Specifically, we estimate the log odds that teachers of varying experience and effectiveness levels transfer out of their schools to other schools in the district in Washington kindergarten through 12th grade (K‐12) public schools. We find littl…
Missing Elements in the Discussion of Teacher Shortages
Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evi…
Does the Match Matter? Exploring Whether Student Teaching Experiences Affect Teacher Effectiveness
We use data from six Washington State teacher education programs to investigate the relationship between teacher candidates’ student teaching experiences and their later teaching effectiveness. Our primary finding is that teachers are more effective when the student demographics of their current school are similar to the student demographics of the school in which they did their student teaching. While descriptive, this suggests that the school c…
Evaluating Prospective Teachers
We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA…
Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools
There is mounting evidence of substantial “teacher quality gaps” (TQGs) between advantaged and disadvantaged students but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states—North Carolina and Washington—to provide a descriptive history of the evolution of TQGs in these states. We find that TQGs exist in every year in each state, and for all measures, we …
High School English Language Arts Teachers and Postsecondary Outcomes for Students With and Without Disabilities
We used longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher qualifications and the high school and postsecondary outcomes of their students, and whether these relationships differed for students with and without disabilities. We found that students assigned to 10th-grade ELA teachers with higher value added had better test scores, were more likely to graduate on-tim…
Teacher Candidate Apprenticeships
We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching ("cooperating teachers") and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teac…
The effects of Covid-19 on teacher preparation
COVID-19 profoundly affected teacher preparation during the 2019-20 school year. Based on survey responses from nearly all Washington state teacher education programs (TEPs), Kathryn Choate, Dan Goldhaber, and Roddy Theobald find that the pandemic had predictable but concerning effects on teacher preparation. Most notably, student-teaching requirements were greatly reduced or waived completely for many candidates. Survey responses do not suggest …
Student Teaching and the Geography of Teacher Shortages
We use a unique dataset of student teaching placements in the State of Washington and a proxy for teacher shortages, the proportion of new teacher hires in a school or district with emergency teaching credentials, to provide the first empirical evidence of a relationship between student teaching placements and teacher shortages. We find that schools and districts that host fewer student teachers or are nearby to districts that host fewer student …
Sometimes Less, Sometimes More
We leverage nationally representative data and statewide data from Washington to investigate trends in occupational career and technical education (CTE) participation for students with and without disabilities. Consistent with prior work, we document declines in occupational CTE participation since the early 2000s, but we provide the first evidence that this decline can be explained by movement out of courses that are no longer considered CTE. Un…
Teacher Attrition and Mobility Over Time
We use 35 years of data on public school teachers in Washington to calculate several different measures of teacher attrition and mobility. We explore how these rates vary over time and their relationship with the state unemployment rate. Annual rates of teacher attrition from the workforce have been between 5% and 8% for each of the past 35 years, and there is a strong negative relationship between unemployment rates and these rates of attrition.…
Lost to the System? A Descriptive Exploration of Teacher Candidates’ Career Paths
We use data on over 14,000 teacher candidates in Washington state, merged with employment data from the state’s public schools and Unemployment Insurance system, to investigate the career paths of recently certified teacher candidates in the state. About two thirds of these candidates are observed as public school teachers at some point within 5 years after completing student teaching, many of whom transition from nonteaching education positions …
Public School Teacher Contracts and State-Level Reforms
In many school districts, the policies that regulate teaching personnel are governed by collective bargaining agreements (CBAs). While there is significant policy attention that has affected the scope of these agreements, there is relatively little research on how CBAs vary over time, or whether they change in response to states’ legislative reforms. Using a panel data set of over 1,200 CBAs across three states, we compare CBA change before and a…
Front End to Back End
We use a database of over 15,000 teacher candidates from 15 teacher education programs in Washington state to investigate the connections between specific teacher preparation experiences and the likelihood that these candidates enter and stay in the state's public teaching workforce. As has been found in prior research, candidates with endorsements in hard-to-staff subjects like math and special education are more likely to enter the public teach…
The role of teachers and schools in explaining STEM outcome gaps
Assessing Licensure Test Performance and Predictive Validity for Different Teacher Subgroups
We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers’ in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color. Although candidates of color have lower first-time pass rates and are less likely to retake licensure tests,…
How did it get this way? Disentangling the sources of teacher quality gaps through agent-based modeling
Assessing the Predictive Validity of the Massachusetts Candidate Assessment of Performance
We evaluate the predictive validity of the Massachusetts Candidate Assessment of Performance (CAP), a practice-based assessment of teaching skills that is now a requirement for teacher preparation program completion in Massachusetts. We find that candidates’ performance on the CAP significantly predicts their in-service summative performance evaluations in their first 2 years in the teaching workforce, but it is not predictive of their value adde…
Four years of pandemic-era emergency licenses
The Long and Winding Road
Nationally, more than 75% of individuals who are credentialed to teach are prepared in traditional college- or university-based teacher education programs (TEPs). But the college and employment pathways that prospective teachers take to TEP enrollment and completion have not been comprehensively examined. A better understanding of how credentialed individuals find their way into TEPs helps us understand the sources of new teacher supply early in …
Attention to Equity in Teacher Education Admissions Processes
This study investigated the underexplored topic of teacher preparation program admissions processes by interviewing faculty and analyzing program documents. We investigated how 31 K-12 mathematics and science teacher preparation programs (MSTPPs) and faculty attend to diversity, equity, inclusion, and social and racial justice (DEIJ). Specific foci included applicant recruitment and selection, components of applications (e.g., forms, essays, and …
Leveraging Administrative Data to Study the Special Education Teacher Workforce
Special educator shortages have threatened the provision of services U.S. to students with disabilities since the passage of the Education for All Handicapped Children Act in 1975, since reauthorized as the Individuals with Disabilities Education Act. We conducted a systematic review of studies that used administrative data to study the special educator workforce. We identified 12 studies addressing policies or practices related to the compositio…
Psychology (24 obras) · School Choice and Performance (21 obras) · Medicine (18 obras) · Mathematics education (17 obras) · Political science (17 obras) · Medical education (14 obras) · Teacher Education and Leadership Studies (14 obras) · Pedagogy (13 obras) · Economics (10 obras) · Sociology (9 obras)