Sentences with phrase «teacher effects on achievement»

RUNNING HEAD: EXPLAINING TEACHER EFFECTS ON ACHIEVEMENT 1 Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions

Estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but the authors found larger effects on mathematics achievement than on reading achievement, and in low socioeconomic status (SES) schools than in high SES schools.

Not exact matches

«We use exogenous variation from an ERI program in Illinois in the mid-1990s to provide the first evidence in the literature of the effects of large - scale teacher retirements on student achievement.

Since the No Child Left Behind Act went into effect in 2002, more data than ever have been made available on schools, the quality of their teachers, and their student achievement.

The turnover of high - performing teachers is a challenging problem but, in DCPS, we find that the exit of high performers generally has small and statistically insignificant effects on student achievement.»

Of the three alternative certification pathways studied, teachers who enter through the path requiring no coursework in education have the greatest effect on student achievement, substantially larger than that of traditionally prepared teachers.

Thus, reordering school priorities to focus on achievement - as Risk tried to do - was much more difficult with teachers and administrators who assumed their professional identities in an era when other priorities for schooling were in effect.

And the topics covered in those pages extend far beyond bread - and - butter questions of salary and benefits; there are dozens of clauses covering a district's ability to evaluate, transfer, terminate, and manage the workload of teachers, all having potentially serious effects on the management of schools and student achievement.

In high - poverty schools, we estimate that the overall effect of all teacher turnover on student achievement is 0.08 of a standard deviation in math and 0.05 of a standard deviation in reading.

That suggests that any estimates of the effect of teacher gender on girls» math achievement may well be biased by the fact that women are more likely to be assigned to lower - performing math students.

Teachers / leaders believe that their fundamental task is to evaluate the effect of their teaching on students learning and achievement.

To determine the effect of teacher turnover on student achievement under IMPACT, we examine the year - to - year changes in school - grade combinations with and without teacher turnover.

We find that the overall effect of teacher turnover in DCPS at worst had no adverse effect on student achievement and, under reasonable assumptions, improved it.

The major substantive chapters of the book place Swedish expenditure and achievement in comparative perspective (in both, Sweden rates high); show that the decline in education inputs during the 1990s worsened the teacher - student ratio and teacher quality; review the international research on the effects of school choice; and test for the effects of school choice in Sweden on achievement.

If that is the case, our results yield information on the effect of ERI programs on student achievement, but it could be misleading to use them to predict the effects of the impending spike in teacher retirements due to the aging of the teacher workforce.

Because teachers were considering intangible factors, even when race, gender, family income, and academic achievement are the same, there was no way to isolate the effect of being held back, much less to make reasonable conclusions about the effects of retention on a student's academic achievement or the probability of his dropping out of high school.

Of the more than 1,300 studies identified as potentially addressing the effect of teacher professional development on student achievement in three key content areas, nine meet What Works Clearinghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link.

The main difficulty in measuring the effect of teacher retirement on student achievement is that retirement decisions may both affect and be affected by student performance.

Semiparametric lower bound estimates of the variance in teacher quality based entirely on within - school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience.

Given that the median retiring teacher had 27 years of experience and was replaced by a teacher with less than three years of experience, the fact that these retirements had little effect on student achievement is puzzling.

Studies prove the enormous effect that excellent teachers have on closing achievement gaps, cultivating students» higher - order thinking, improving children's lifelong prospects, and bolstering our national security and economic power.

By way of comparison, the authors note that the impact of being assigned to a teacher in the top - quartile rather than one in the bottom quartile in terms of their total effect on student achievement as measured by student - test - based measures of teacher effectiveness is seven percentile points in reading and six points in math.

More specifically, if the average quality of teachers in a school is already high, being assigned to one of the better teachers will have only a limited effect on student achievement.

, American Economic Review, 2005; Anna Egalite, Brian Kisida, and Marcus Winters, «Representation in the Classroom: The Effect of Own - Race Teachers on Student Achievement», Economics of Education Review, 2015; Stephen Holt and Seth Gershenson, «The Impact of Teacher Demographic Representation on Student Attendance and Suspensions», IZA discussion paper 9554, 2015; and Constance Lindsay and Cassandra Hart, «Exposure to Same - Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina», Educational Evaluation and Policy Analysis, 2017.

However, research to date finds little evidence of a strong positive effect of teachers» pay on student achievement.

The first step, looking at just the relationship between achievement and parental education, actually incorporates both the direct effect of parental education on achievement and the indirect effect of the more - experienced teachers in their schools.

Also in line with current studies is the report's finding that «for any groups whether minority or not, the effect of good teachers is greatest upon the children who suffer most educational disadvantage in their background, and that a given investment in upgrading teacher quality will have most effect on achievement in underprivileged areas.»

According to an analysis of approximately 800 meta - analyses, including more than 52,000 studies and millions of students, teachers who study their own effects on student learning are highly effective in raising student achievement (Hattie, 2009).

But when asked what effect racially diverse environments have on achievement, half of teachers and three - quarters of students responded that integrated classes have no impact on student learning.

Why Schools Matter also fails to discuss — mostly because it was not included in the TIMSS surveys — how teachers» knowledge and skills differed across countries and what effect that might have on achievement.

Professor John Hattie's research on what influences and effects student achievement ranked teacher - student relations 11th out of 138 influences.

By way of comparison, we can estimate the total effect a given teacher has on her students» achievement growth; that total effect includes the practices measured by the TES process along with everything else a teacher does.

Perhaps the most valuable byproduct of the No Child Left Behind Act (NCLB) has been the resurgence of research on the effects of teachers on student achievement, which has informed the redesign of teacher evaluation systems.

The study considered by most experts to be the landmark experimental study on the effects of class size is known as the STAR (Student / Teacher Achievement Ratio) project.

(The negative effect to which Darling - Hammond refers was probably what Summers and Wolfe noted as the «perversely» negative relationship between 6th grade teachers» scores on the NTE Core Battery, a test of pedagogy and basic skills, and their students» achievement.)

Yet Ferguson's study did not show that a teacher's pedagogical training had an effect on student achievement.

Having one expert teacher is good but having a number of expert teachers over successive years has a dramatic effect on student achievement.

In a separate e-mail, one of the authors confirmed this finding: «Teacher ability (which was generally measured as teacher's verbal ability),» Hedges wrote, «seems to show the strongest and most replicable effect on achievement.Teacher ability (which was generally measured as teacher's verbal ability),» Hedges wrote, «seems to show the strongest and most replicable effect on achievement.teacher's verbal ability),» Hedges wrote, «seems to show the strongest and most replicable effect on achievement.»

Performance metrics tied directly to student test - score growth are appealing because although schools and teachers differ dramatically in their effects on student achievement, researchers have had great difficulty linking these performance differences to characteristics that are easily observed and measured.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

That lower bound of the estimated effect is what we will use as we calculate the economic worth of a teacher by combining a teacher's impact on achievement with the associated labor market returns.

Employing information on in - class time use provided by a nationally representative sample of U.S. teachers in the 2003 Trends in International Mathematics and Science Study (TIMSS), we estimate the impact of teaching practices on student achievement by looking at the differential effects on the same student of two different teachers, using two different teaching strategies.

Teacher and classroom context effects on student achievement: Implications for teacher evalTeacher and classroom context effects on student achievement: Implications for teacher evalteacher evaluation.

If teachers tend to rely more on lectures when assigned more capable or attentive students, this would generate a positive relationship between the amount of time spent lecturing and student achievement, even in the absence of a true causal effect.

Furthermore, the other commonly investigated teacher characteristics (e.g., gender, experience, and credentials) do not show significant effects on student achievement in our analysis.

We tackle this underexplored area by investigating the relative effects of two teacher practices — lecture - style presentations and in - class problem solving — on the achievement of middle - school students in math and science.

A study by AIR and the Institute of Education Sciences (IES) shows that even small amounts of the right kind of feedback to teachers and principals can have an effect on student achievement in math.

This lack of a strong role for measured characteristics motivates interest in unmeasured characteristics of teachers that have a causal effect on academic achievement.

The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a student's learning and to separate this from other influences on achievement such as families, peers, and neighborhoods.

A Different Look at the Causes of the Achievement Gap: The Matthew Effect In this hour - long presentation, David Liben provides a thorough review of research on the causes of the reading achievement gap and offers practical suggestions — and free resources — for teachers to narrow the gap and increase aAchievement Gap: The Matthew Effect In this hour - long presentation, David Liben provides a thorough review of research on the causes of the reading achievement gap and offers practical suggestions — and free resources — for teachers to narrow the gap and increase aachievement gap and offers practical suggestions — and free resources — for teachers to narrow the gap and increase achievementachievement.