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Team Teaching Practices Affect Value-Added Measurements
Schools can be closed. Compensation for teachers and principals can be affected.
Classroom Value-Added analysis metrics are now being applied in a variety of ways, ranging from simple school and classroom level reporting to high-stakes decisions. As school districts and states use these classroom value-added estimates in such high-stakes contexts it’s important to fully understand any limitations in the links between student achievement and teacher performance.
Linking performance data of students to their teachers might seem like something that district data systems automatically and routinely do, yet in most cases doing so is a real a challenge. That’s because most school student information systems were not designed to account for team-teaching approaches.
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Center on Education and Work Collaborates with Singapore Educators
Students and schools in Singapore are benefiting from research from the UW-Madison’s Center on Education and Work. In February 2009 the Singapore Ministry of Education adapted CEW’s WISCareers and CareerLocker online career-information systems for use in Singapore schools.
WISCareers and CareerLocker are designed to help youth and adults identify their interests, skills, and values; to apply their unique patterns of interests, skills and values in the world of work; and to develop job-seeking skills to acquire meaningful employment. Here’s the site as adapted for Singapore schools.
CEW staff have visited Singapore, provided training with the local schools, and witnessed the positive response of students and teachers to the system. Fran Breit, Associate Director for Career Information Systems at CEWsays it’s been “an incredible opportunity” to work with Singapore educators, who engage in world-class educational innovations.
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Training Program in the Education Sciences 
Longitudinal Study of Future STEM Faculty 
Wisconsin's Equity and Inclusion Laboratory
