The literature on teacher effectiveness and employee turnover associated with benefits shows that
average teacher effectiveness will likely decline with alternative benefits.
Thus, under these circumstances, teacher turnover would increase and
average teacher effectiveness would fall.
First,
the average teacher effectiveness will likely decrease, as much higher employee turnover will easily offset any potential effectiveness gains.
Not exact matches
Thus, the share of novice
teachers in the workforce would rise and
average effectiveness would fall.
Students who scored in the top quarter of the sixth - grade math exam
averaged anywhere from 19 to 26 on the high school ACT math test; the variations correlated with the
effectiveness scores of their high school math
teachers.
On the basis of these survey results, we created three measures: (1) the principal's overall assessment of the
teacher's
effectiveness, which is a single item from the survey; (2) the
teacher's ability to improve student academic performance, which is a simple
average of the organization, classroom management, reading achievement, and math achievement survey items; and (3) the
teacher's ability to increase student satisfaction, which is a simple
average of the role model and student satisfaction survey items.
In other words, the fact that
teachers who received layoff notices were, on
average, somewhat less effective than their peers is an artifact of the relationship between
effectiveness and seniority.
There will not be enough information about
teachers who are new to a school system to obtain reliable estimates of their
effectiveness based on past performance — they will simply be deemed «
average.»
In extreme cases, the school or
teacher in question is simply assigned the
average level of
effectiveness.
In a related matter, the article argues that Tennessee's value - added data show that most
teachers are within an
average range of
effectiveness — particularly in subjects like reading.
This result is not surprising given that
teachers who received layoff notices included many first - and second - year
teachers, and numerous studies show that, on
average,
effectiveness improves substantially over a
teacher's first few years of teaching.
You won't find much about union support, but you will learn more about how officials and
average citizens are coming to see that
teacher and school
effectiveness can be measured and improved.
In addition, the Texas data do not match students to individual
teachers, meaning that we must draw inferences about
teacher effectiveness from
average information across an entire grade.
For instance, the median finding across 10 studies of
teacher effectiveness estimates that a
teacher who is one standard deviation above the
average in terms of quality produces additional learning gains for students of 0.12 standard deviations in reading and 0.14 standard deviations in math.
In other words, despite the fact that TES evaluators tended to assign relatively high scores on
average, there is a fair amount of variation from
teacher to
teacher that we can use to examine the relationship between TES ratings and classroom
effectiveness.
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.»
The impact of even a slightly better - than -
average quality
teacher — one whose
effectiveness ranks at the 60th percentile, for example — still has significant economic results, raising an individual student's lifetime earnings by $ 5,300, or a class of 20 students» aggregate lifetime earnings by a total of $ 106,000.
Researcher Marguerite Roza and others have produced considerable evidence that
teachers in schools serving the most - disadvantaged students have lower
average salaries... [and] there is also evidence that these schools tend to have more
teachers with emergency credentials and without regular certification... The problem is that these readily measured attributes of
teachers have virtually nothing to do with
teacher effectiveness.»
Given the same initial
effectiveness as a traditionally certified
teacher, an uncertified third - year
teacher's students would score 3 percent of a standard deviation higher, on
average, in math.
More important, they find that the differences in
teacher effectiveness within pathways far exceed the
average differences between pathways.
Given the same initial
effectiveness as a traditionally certified
teacher, our results indicate that, after two years on the job, a teaching fellow's students would score 3 percent of a standard deviation higher on
average in math and reading.
Do
teachers, on
average, continue to improve in their
effectiveness as they gain experience in the teaching profession?
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).
Additionally, though individual
teacher effectiveness varies, schools with more new
teachers are, on
average, not comparable to schools with more experienced
teachers.
At the same time, technology has enormous transformative potential to extend the reach of excellent
teachers to vastly more students, to help teaching attract and retain the best, and to boost the
effectiveness of
average teachers.
[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 group admits that test - based measures of
teacher effectiveness correlate, on
average, for any given
teacher, from one year to the next, at no better than 0.35, well below the 0.90 correlation one would in principle like to have.
It's long been noted that, by most measures, the
average teacher improves enormously in the first several years on the job, after which student - achievement gains (one gauge of
teacher effectiveness) level off.
* 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).
Students
averaged from 23 to 27 minutes a day in independent reading across all conditions of
teacher effectiveness.
The analyses of instructional practices within levels of school
effectiveness document the fact that, on
average,
teachers within effective schools operate differently than do
teachers in other schools.
In fact, the
average learning gains associated with a
teacher provide a convenient metric for
teacher effectiveness.
As examples, studies that use student test performance to measure
teachers»
effectiveness — adjusted for prior achievement and background characteristics — demonstrate that, on
average,
teachers add more to their students» learning during their second year of teaching than they do in their first year, and more in their third year than in their second.
Indeed, the magnitude of that growth has been strikingly consistent across a number of sites and research methodologies: the
average teacher's
effectiveness improves between.05 and.08 student - level standard deviations between their first and third years of teaching.
The difference the [Final Report] estimates comparing the
teacher at the 15th percentile of
effectiveness to the
average teacher (50th percentile) is -22 scaled score points on the 5th grade PSSA Reading test... [referring] to the 2010 PSSA Technical Manual raw score table... for the 8th grade Reading test, that would be a difference of approximately 2 raw score points, or the equivalent of 2 multiple choice (MC) questions (1 point apiece) or half credit on one OE [open - ended] question.
The difference in
effectiveness between the
average fifth - year
teacher compared to a rookie was more than nine times greater than the difference between the
average fifth year
teacher and those in their 20th year.
A study of
teachers in New York City, for instance, concludes that the difference between
teachers from programs that graduate
teachers of
average effectiveness and those whose
teachers are the most effective is roughly comparable to the (regression - adjusted) achievement difference between students who are and are not eligible for subsidized lunch.
Yet, according to a key measure of
teacher effectiveness used by the Los Angeles Unified School District, Hunsberger is
average.
The Times reported that students with
teachers rated in the top 10 percent for
effectiveness had scores
averaging 17 percentile points higher in English and 25 points higher in math than students whose
teachers were in the bottom 10 percent.
Even when derived by
averaging several years of
teacher scores,
effectiveness estimates are unlikely to provide a level of reliability desired in scores used for high - stakes decisions, such as tenure or dismissal.
These roles may include, for example: team leader, who takes responsibility for team and student growth; reach
teacher, who takes responsibility for larger - than -
average student loads with the help of paraprofessionals; master educator, who develops and leads professional development and learning; peer evaluator, an accomplished educator who coaches other
teachers, assesses
teachers»
effectiveness, and helps his or her colleagues improve their skills; and demonstration
teacher, who models excellent teaching for
teachers in training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote
teacher leadership —
teacher leaders can model best practices, observe and coach other
teachers, lead
teacher teams, and participate in the selection and induction of new
teachers.12
In 1992, an economist called Eric Hanushek reached a remarkable conclusion by analysing decades of data on
teacher effectiveness: a student in the class of a very ineffective
teacher — one ranked in the bottom 5 % — will learn, on
average, half a year's worth of material in one school year, whereas if she was in the class of a very effective
teacher — in the top 5 % — she would learn a year and a half's worth of material.
In addition, and as directly related to VAMs, in this study researchers also found that each rating from each of the four domains, as well as the
average of all ratings, «correlated positively with student learning [gains, as derived via the Nevada Growth Model, as based on the Student Growth Percentiles (SGP) model; for more information about the SGP model see here and here; see also p. 6 of this report here], in reading and in math, as would be expected if the ratings measured
teacher effectiveness in promoting student learning» (p. i).
Put differently, and In the authors» words, «the analysis does not support interpreting the four domain scores [or indicators] as measurements of distinct aspects of teaching; instead, the analysis supports using a single rating, such as the
average over all [sic] components of the system to summarize
teacher effectiveness» (p. 12).
A simple classroom
average gain could then be a statistically biased measure of
teacher effectiveness, meaning it would systematically under - or over-estimate a
teacher's ability depending on the characteristics of the students assigned to her.
A model that compares
teachers to the
average teacher across all schools produces estimates of
teacher effectiveness that are combinations of
teacher and school effects on student achievement.
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.
Table 3 [35] compares the
average percentile rankings of
teachers in the most advantaged classrooms to the
average percentile rankings of
teachers in the least advantaged classrooms for different estimates of
teacher effectiveness.
Our results indicate variation across preparation programs in the
average effectiveness of the
teachers they are supplying to New York City schools.
Several research studies confirm that on
average novice
teachers show remarkable improvement in
effectiveness over the first five years of their careers.