Sentences with phrase «observable teacher characteristics»

A comparison of observable teacher characteristics across schools provides some support for the first prediction.

Not exact matches

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.

In addition, the variance of our value - added measure is significantly higher within higher - poverty schools than in lower - poverty schools, even after we control for the experience level and other observable characteristics of teachers within each school, which supports the second prediction.

To eliminate the effects of any chance differences in performance caused by other observable characteristics, our analysis takes into account students» age, gender, race, and eligibility for the free lunch program; whether they had been assigned to a small class; and whether they were assigned to a teacher of the same race — which earlier research using these same data found to have a large positive effect on student performance (see «The Race Connection,» Spring 2004).

Estimating the effect of individual teachers» grading standards on their students» achievement gains assumes that these standards remain relatively consistent over time, that they are not unduly influenced by the composition of their class, and that they are not a reflection of some other observable characteristic that might account for any effects we observe.

Among new hires, observable teacher and job characteristics explain little of the pension decision, but there is some evidence that more effective teachers are more likely to enroll in the hybrid pension plan.

We also find that little of the changes in teacher effectiveness estimates within teachers can be explained by observable characteristics.

[1] Teacher observations conducted by principals that occur once or twice a year and consist of rating teachers on observable behaviors and characteristics have not proved valid.

Second, we identify substantial heterogeneity in the persistence of English Language Arts (ELA) teachers» effects across observable student, teacher, and school characteristics.