Erica Litke

Erica Litke
University of Delaware | UDel UD · School of Education

About

16
Publications
1,478
Reads
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272
Citations
Citations since 2016
10 Research Items
240 Citations
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201620172018201920202021202201020304050
201620172018201920202021202201020304050

Publications

Publications (16)
Article
In this study, we consider the implications of using mathematics-specific observation frameworks versus a synthesized list of indicators when measuring teaching quality. We compare how three mathematics-focused observation frameworks measure teaching quality across three focal lessons and consider the merits of using a synthesized list of indicator...
Article
Algebra is considered key to success in secondary mathematics, yet instruction remains mostly teacher-centered and procedurally oriented, with limited opportunities for students to develop algebraic understanding. This study draws on a large sample of video-recorded ninth grade U.S. algebra lessons to explore the nature of learning opportunities th...
Article
Algebra is a key course in the high school mathematics sequence. Despite its prominence, large-scale examinations of algebra instruction are rare and it is not clear whether and how instructional practices that support students’ learning of algebra content manifest in classroom instruction. Drawing on video from 108 ninth-grade algebra lessons from...
Article
Full-text available
Background: For nearly three decades, policy-makers and researchers in the United States have promoted more intellectually rigorous standards for mathematics teaching and learning. Yet, to date, we have limited descriptive evidence on the extent to which reform-oriented instruction has been enacted at scale. Purpose: The purpose of the study is t...
Article
In this study, we use Mathematical Quality of Instruction (MQI), a content-specific observation framework, to examine the mathematical quality of instruction of three focal lessons in order to examine the instructional aspects illuminated by this framework as well as discuss those aspects not captured by MQI. While prior work provides evidence on t...
Article
Advanced math coursework can affect college and labor market outcomes, yet discretionary placement policies can lead to differential access at key points in the college preparatory pipeline. We examine a targeted approach to course assignment that uses prior test scores to identify middle school students deemed qualified for a college preparatory m...
Article
Education agencies are evaluating teachers using student achievement data. However, very little is known about the comparability of test-based or “value-added” metrics across districts and the extent to which they capture variability in classroom practices. Drawing on data from four urban districts, we found that teachers were categorized different...
Working Paper
To better prepare students for college-level math and the demands of the labor market, school systems have tried to increase the rigor of students' math coursework. The failure of universal "Algebra for All" models has led recently to more targeted approaches. We study one such approach in Wake County, North Carolina, which began using prior test s...
Article
Full-text available
Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district’s effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based...
Article
Full-text available
The question of how to measure effective teachers and teaching has long been of interest to policymakers and school leaders. While recent policy initiatives have focused on the use of value-added measures (VAM) to assess teacher quality, there is a much longer tradition of using observations of practice to make such determinations. However, empiric...
Article
Multiple-choice assessments are frequently used for gauging teacher quality. However, research seldom examines whether results from such assessments generalize to practice. To illuminate this issue, we compare teacher performance on a mathematics assessment, during mathematics instruction, and by student performance on a state assessment. Poor perf...
Article
Full-text available
Measurement scholars have recently constructed validity arguments in support of a variety of educational assessments, including classroom observation instruments. In this article, we note that users must examine the robustness of validity arguments to variation in the implementation of these instruments. We illustrate how such an analysis might be...
Article
Research on after-school programs has traditionally focused on those programs serving students in younger grades but found positive correlations between student participation in enriching after-school activities and school engagement. For older students, particularly teenagers, there tends to be lower participation. Research has also shown that stu...

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