Sentences with phrase «teacher effect estimates»

The sensitivity of value - added teacher effect estimates to different mathematics achievement measures

See: Lockwood, J. R., Daniel F. McCaffrey, Laura S. Hamilton, Brian Stecher, Vi - Nhuan Le, and José Felipe Martinez, «The Sensitivity of Value - Added Teacher Effect Estimates to Different Mathematics Achievement Measures,» Journal of Educational Measurement 44 (1)(2007): 47 - 67.

Daniel F.McCaffrey, Tim R. Sass, J.R. Lockwood, & Kata Mihaly, «The intertemporal variability of teacher effect estimates,» Education Finance and Policy, 4, no. 4, (2009): 572 - 606.

Models of student achievement in a given year as a function of prior achievement and other controls tend to give higher correlations than other models, see: Daniel F. McCaffrey, Tim R. Sass, J. R. Lockwood, and Kata Mihaly, «The intertemporal variability of teacher effect estimates,» Education Finance and Policy, 4, no. 4, (2009): 572 - 606.

To date, there have been five studies which have tested for bias in individual teacher effect estimates.

[4] And teacher effects estimated by Chetty et al. (2011) appear to include the impact of reduced class size in addition to the impact of individual teacher skill.

Not exact matches

The effect of the Triborough Amendment is significant: Edmund J. McMahon, senior fellow at the Empire Center for New York State Policy, a conservative research group, has estimated that longevity - based pay increases for teachers, guaranteed by the amendment even after contracts expire, add $ 300 million to school budgets annually.

For male teachers with fewer than three years of experience, the estimated change in the probability of switching districts for a 10 percent increase in salary is 2.6 percentage points; for men with three to five years of experience, the estimated change for a salary increase of the same magnitude is 3.4 percentage points; for still more experienced male teachers, financial effects trail off, down to essentially zero for those with more than 20 years of experience.

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

To check this out, I estimated the effect of having a female math teacher on students» science scores.

In high - poverty schools, we estimate that the overall effect of all teacher turnover on student achievement is 0.08 of a standard deviation in math and 0.05 of a standard deviation in reading.

When researchers have tried to estimate the cumulative effects of these two incentives, they've found that shifting to an alternative retirement plan would actually boost late - career teacher retention (see «Peaks, Cliffs, and Valleys,» features, Winter 2008).

That suggests that any estimates of the effect of teacher gender on girls» math achievement may well be biased by the fact that women are more likely to be assigned to lower - performing math students.

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.

They estimate that the effect of such a teacher on an entire class of students is more than a $ 1.4 million increase in cumulative lifetime earnings.

Estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but the authors found larger effects on mathematics achievement than on reading achievement, and in low socioeconomic status (SES) schools than in high SES schools.

It is first worth noting that the inclusion of the teacher effectiveness measures does little to change the estimated effects of the teacher, school, and district characteristics discussed above.

Given the small size of the effects for each individual student, even a slight bit of selection bias could dramatically alter the estimated benefits of an individual teacher.

By way of comparison, we can estimate the total effect a given teacher has on her students» achievement growth; that total effect includes the practices measured by the TES process along with everything else a teacher does.

In reading, by contrast, assignment to a Level II or Level III teacher was associated with a large and statistically significant increase in reading achievement, while estimates of the effects of having a teacher from both of the other two groups remained positive but statistically insignificant.

Figure 1 compares the magnitude of the effect of instructional days on standardized math scores to estimates drawn from other high - quality studies of the impact of changing class size, teacher quality, and retaining students in grade.

A natural comparison would be to the estimated effects of different teacher professional - development programs (in - service training often delivered in formal classroom settings).

That lower bound of the estimated effect is what we will use as we calculate the economic worth of a teacher by combining a teacher's impact on achievement with the associated labor market returns.

Employing information on in - class time use provided by a nationally representative sample of U.S. teachers in the 2003 Trends in International Mathematics and Science Study (TIMSS), we estimate the impact of teaching practices on student achievement by looking at the differential effects on the same student of two different teachers, using two different teaching strategies.

These estimates are lower bounds on the predictive effect of an SD increase in the teacher factor (Gco) based directly on college attendance.

Related literature on estimating teacher effects on test scores includes refs.

The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a student's learning and to separate this from other influences on achievement such as families, peers, and neighborhoods.

However, recent studies using randomized admission lotteries at charter schools and the random assignment of teachers has suggested that simple, low - cost methods, when they control for students» prior achievement and characteristics, can yield estimates of teacher and school effects that are similar to what one observes with a randomized field trial.

In sum, there is now substantial evidence that value - added estimates capture important information about the causal effects of teachers and schools.

For example, while Latino students account for 16 percent of observations in the data, the state has too few Latino teachers to estimate precise race - match effects for this group.

When existing research, «warts and all,» does not converge on his expectation that collective bargaining lowers achievement, he writes that off to how difficult it is to empirically disentangle complex causal chains and reasserts his faith that «whether the exact effects of collective bargaining on achievement can be well estimated or not, rules that keep bad teachers in the classrooms are still bad for kids.»

In any case, our analysis below controls for each of these measures of teachers» qualifications in order to rule out the possibility that teachers» observed characteristics drive the estimated effects of grading standards on student outcomes.

We estimate the effect for each of these student groups of being assigned to demographically matched teachers.

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.

This is supposed to represent evidence that estimates of a given teacher's effects are fairly consistent, even with different groups of students.

We used a random - assignment experiment in Los Angeles Unified School District to evaluate various non-experimental methods for estimating teacher effects on student test scores.

What's risky is moving from a complicated statistical model to estimating the discrete effect of individual teachers, precisely the leap of faith being made by The Times.

Likewise, research can reveal more about whether TPPs with multiple programs graduate teachers of similar effectiveness, but it can not speak to how, or whether, estimated effects of graduates from different programs within a single TPP should be aggregated to provide a summative measures of TPP performance.

We therefore use a variety of fixed effects approaches to estimate the link between student achievement and these three forms of being to new one's job assignment — new to teaching, new to school, or new to position within the same school — with a particular focus on the latter given that so many teachers experience within - school reassignments and we know so little about how students are affected by it.

Goldhaber et al., for instance, estimate statistical models that allow training program effects to diminish with the amount of workforce experience that teachers have.

We estimated teacher value - added ignoring students» tracks and courses, as is typically done, and then we re-estimated with track / course effects.

«Overall, our best estimate is that the combined effects of dismissal and reform, separate from the hurricane effect, reduced the 2007 education employment of pre-Katrina New Orleans teachers by at least 16 percentage points,» the study says.

The end result of value - added assessment is an estimate of teacher quality, referred to as a teacher effect in the value - added literature (Ballou, Sanders, & Wright, 2004).

Parameter Estimates of the Effect of MATCH Teacher Coaching on Measures of Teacher Effectiveness

In the process, they are confronting the technical challenges involved in value - added analysis, which attempts to estimate a teacher's effect on student learning by measuring each student's year - to - year progress.

«Value added» is a statistical method of estimating the effect of a teacher's instruction on his or her students» test scores.

In this case, the argument is that value - added estimates can and should be used to make decisions about where to position high value - added teachers so that they might have greater effects, as well as greater potentials to «add» more «value» to student learning and achievement over time.

Small differences in the estimated effects of teachers on their students» achievement can appear to be much larger, because most teachers are about equally successful with the assortment of students they teach in a given year, regardless of whether those students begin the year as low - achievers or high - achievers.

Impact estimates showed positive effects of the Teacher Potential Project (TPP) on teachers» Common Core State Standards (CCSS)- aligned instructional practices as well as on students» critical thinking skills and engagement with texts.

Using a unique identification strategy that employs grade - level turnover and two classes of fixed - effects models, this study estimates the effects of teacher turnover on over 850,000 New York City 4th and 5th grade student observations over eight years.