When Rebecca Coven ’13 decided to dedicate herself to the arduous task of completing a senior honors thesis, she was concerned that no one would ever read her work beyond the few professors grading it. So she was excited to have the opportunity to conduct relevant, timely research on teacher evaluations in the state of Connecticut, and share her findings at a press conference held in Hartford March 6 by the state’s largest teachers union.
Together with her advisor, Assistant Professor of Sociology Daniel Long, Coven spent her senior year conducting a review of a teacher evaluation pilot program run by the Connecticut Education Association in the Hamden, Conn. public schools. The CEA, which was looking to promote an alternative model of teacher evaluation to the one embraced by the state Board of Education in guidelines passed in June 2012, asked Long to conduct the external review of the pilot. Long invited Coven to help conduct the review as part of her senior honors thesis. Coven’s interest in education reform was sparked when she took Long’s Sociology of Education course during her sophomore year. She served as Long’s research assistant, collaborating with him on a study about the impact of increased instruction time on the achievement gap, including an apprenticeship in the Quantitative Analysis Center the summer after her junior year.
Coven’s thesis, titled, “No Teacher Left Behind: A Look at Alternative Systems of Educator Evaluation,” can be read on WesScholar here.
“It was exciting to know that my senior thesis would be read by other people, and was relevant to an important education debate going on in Connecticut,” said Coven.