The increase in turnover will raise costs and pose the threat of
lower average effectiveness, as my own simulations for a switch from DB pensions to cash balance plans show.
[3] A recent study following more than two million students estimated that having a teacher in grades four through eight
with average effectiveness, instead of one who is among the five percent least effective, would increase a students» lifetime income by more than $ 250,000.
* The value - added model that the MET project employs, while common in the literature, is also not designed to address how the distribution of teacher effects varies between high - and low - performing classrooms (e.g., teachers of ELL classes are assumed to be of the
same average effectiveness as teachers of gifted / talented classes).
According to the testimony of Harvard economist Dr. Thomas Kane, a student assigned to the classroom of a grossly ineffective math teacher in Los Angeles loses almost an entire year of learning compared to a student assigned to a teacher of
even average effectiveness.
There is suggestive information in the fact that there is not very much difference in
average effectiveness by teachers» routes into their careers (certified vs. non-certified).
Meanwhile, leaders who were in the top 10 % of people who asked for feedback received
an average effectiveness rating of 83 %.
The average effectiveness of teachers will likely drop, and costs will go up substantially.
Thus, the share of novice teachers in the workforce would rise and
average effectiveness would fall.
He finds that replacing the least effective 5 to 8 percent of all teachers with average teachers would bring the U.S. to a level of student achievement equivalent to that of Canada, and replacing the least effective 7 to 12 percent of teachers with those of
average effectiveness would «move the United States to the level of the highest - performing countries in the world, such as Finland.»
We need policies for raising
the average effectiveness of teachers.
At beginning of their sample period,
the average effectiveness of charter schools was below that of traditional public schools.
This approach starts with the idea of the average learning gain for the classroom, but it compares this average gain to the gain those students would be expected to achieve if they had been assigned to a teacher of
average effectiveness.
Our results indicate variation across preparation programs in
the average effectiveness of the teachers they are supplying to New York City schools.
Analysts from Mathematica Policy Research examined test data from students in grades 4 - 8 in the districts, and used a value - added analysis to calculate
the average effectiveness of teachers for all disadvantaged students in in each system.
This figure was subtracted from
the average effectiveness of teachers for all non-disadvantaged students.