Brookings Institution, 1996, pp. 265 - 298; R. Greenwald et al., «The Effect of School Resources on Student Acheivement», Review of Educational Research, Fall 1996, Volume 66, No. 3, pp. 361 - 396; R. Ehrenberg and D. Brewer, «Do School and
Teacher Characteristics Matter?
Not exact matches
The Economic Policy Institute's Richard Rothstein has declared that «the influence of social class
characteristics is probably so powerful that schools can not overcome it, no
matter how well trained are their
teachers and no
matter how well designed are their instructional programs and climates.»
Comparing the
characteristics of each profession's workforce, earnings, hours worked and job satisfaction, the research found that working hours is still a
matter of concern for
teachers.
Coleman concluded that
teachers did not
matter because their
characteristics (including years of experience in teaching; localism of
teacher;
teacher's own education; and vocabulary score) explained only a small amount of the variation in achievement.
It's when these three
characteristics are combined that real results are achieved in professional development for
teachers, no
matter how long they've been in the profession, and we can see those results in student success.
Pay, it seems,
matters less than student
characteristics and the quality of the support
teachers receive.