Not exact matches
In addition, we control for determinants of student achievement that may change over time, such as a
teacher's experience level, as well as for student characteristics, such as prior - year test scores, gender, racial / ethnic subgroup, special education classification,
gifted classification, English proficiency classification, and whether the student was
retained in the same grade.
My «fairest» interpretation of the current albeit controversial research surrounding this particular issue is that bias does not exist across
teacher - level estimates, but it certainly occurs when
teachers are non-randomly assigned highly homogenous sets of students who are
gifted, who are English Language Learners (ELLs), who are enrolled in special education programs, who disproportionately represent racial minority groups, who disproportionately come from lower socioeconomic backgrounds, and who have been
retained in grade prior.
With high
teacher turnover an ongoing challenge,
retaining veteran and
gifted classroom
teachers is another proven benefit of collaborative school leadership.