Browsing by Author "Kirksey, Jacob"
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Item A Sequential Explanatory Mixed Methods Study Measuring the Effects of Implementing the Bayh-Dole in International Contexts(2023-08) Nenow, Adirenne; Wiseman, Alexander; Kirksey, Jacob; Gottlieb, JessicaThis study explores how the implementation of a Bayh-Dole Act in other countries affects trilateral partnerships between higher education institutions, government, and industries. The purpose of this study is to assess whether the policy incentivizes resource sharing for innovation and encourages these trilateral partnerships. The policy was originally implemented in 1980 in the United States and the argument remains whether it increased innovation. Yet, the policy caught attention on the international stage with countries hoping to increase their research and development activities despite the lack of evidence of the policy’s effectiveness. With a specific emphasis on Japan, the Philippines, and South Africa, a sequential exploratory mixed method study using the quantitative method of synthetic control analysis, and a qualitative comparative case study approach through interviews and document analysis, examines how these countries borrowed and adapted the policy to fit within their specific cultural contexts. Data analysis is framed using the Triple Helix theory, which guides the identification of a set of traits from these policies that can be used as a model for other countries to borrow and encourage trilateral partnerships. This study found that the countries of Japan, the Philippines, and South Africa are implementing a technology transfer policy with borrowed elements of the Bayh-Dole Act. As a result, the adapted policies are leveraging each countries’ respective strengths in technology transfer to form beneficial trilateral partnerships that respond to specific needs in the areas of commercialization, spin-off companies, and generating revenue.Item Amid Rising Number of Uncertified Teachers, Previous Classroom Experience Proves Vital in Texas(2024) Kirksey, JacobThis policy brief examines the growing prevalence and impact of uncertified teachers in Texas public schools, particularly focusing on their backgrounds and the implications for student achievement. Since the onset of the COVID-19 pandemic, there has been a significant rise in the employment of uncertified teachers, driven by staffing shortages and the flexibility offered by state regulators. Using data from the 2021-22 and 2022-23 school years, this study reveals that nearly half of first-time, full-time new teacher hires are uncertified, with a disproportionate concentration in rural districts. The analysis shows that uncertified teachers, especially those without prior classroom experience, are linked to declines in student achievement. Conversely, uncertified teachers with prior classroom roles such as paraprofessionals do not negatively impact student outcomes. The brief highlights the need for targeted investment in high-quality alternative certification pathways and enhanced data transparency to address these challenges. Recommendations include leveraging Grow Your Own programs, improving alternative certification pathways, and increasing data accessibility to ensure better hiring decisions and support student success across Texas. *July 2024 Correction* A data error distorted original county-level reporting of the percentage of new hires that were uncertified. Figure 1 and associated highlights and key takeaways have been updated as of July 8, 2024. This error only affected county-level statistics. Statistics reported overall and by region are unchanged.Item Teacher preparation in the wild west: The impact of fully online teacher preparation and uncertified teachers in Texas(Center for Innovative Research in Change, Leadership, and Education, 2024) Kirksey, Jacob; Gottlieb, JessicaThis study addresses the burgeoning phenomenon of fully online alternative teacher certification programs (ACPs). In Texas where most teachers are prepared via ACPs, our research zeroes in on the proportion of teachers who are prepared fully online and the relative effectiveness of teacher preparation programs on student achievement and teacher retention. Using statewide longitudinal data from 2014-2023, our findings show that 1 in 4 of Texas students are being taught by teachers prepared fully online Students taught by teachers prepared online exhibit comparable levels of achievement to those taught by uncertified teachers, underperforming compared to students taught by teachers from other preparation pathways. Moreover, these teachers exhibit a markedly higher turnover rate. This study contributes to the ongoing discourse on teacher preparation quality, offering insights for policymakers and stakeholders.Item The Effect of Principal-Teacher Familiarity and Student FRL on TIA Classroom Observation Scores: A Multi-level Analysis(2023-12) Macias, Annette; Wiseman, Alexander W.; Gottlieb, Jessica; Kirksey, JacobStandards-based classroom observations are vital to high-stakes teacher evaluation systems in Texas. Texas school districts use comprehensive teacher evaluation systems to implement the Teacher Incentive Allotment (TIA). School districts implementing the Teacher Incentive Allotment use high-stakes teacher ratings to reward, retain, and recruit teachers. Therefore, identifying contextual factors that can influence teacher observation ratings, which are central to these systems, has come to the forefront of the teacher evaluation policy discussion. This quantitative study investigates a proxy for principal-teacher familiarity bias and student socioeconomic status as sources of bias in teacher classroom observation scores. This study uses a Texas district dataset to explore whether principal-teacher familiarity and students eligible for free or reduced-price lunch are associated with classroom observation scores. Conducting this study with Texas school district data is opportune because Texas implemented the Teacher Incentive Allotment in 2019. Data utilized for the study includes 879 teachers across 41 schools from a mid-size Texas school district that implemented the Teacher Incentive Allotment beginning in the 2020-2021 school year. This study offers indirect measures of the potential principal-teacher familiarity bias in evaluation practices. In addition, the study provides measures of potential bias in teacher evaluation scores. The result of this analysis provides evidence that Texas education policymakers may use to reform policy at the state and district level to guide Texas school districts in addressing contextual factors by taking into account the impact of student FRL and principal-teacher familiarity on high-stakes classroom observation scores.