Using Value-Added Measures of Teacher Quality. Brief 9

Autor/inn/en	Hanushek, Eric A.; Rivkin, Steven G.
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	Using Value-Added Measures of Teacher Quality. Brief 9
Quelle	(2010), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Credentials; Teacher Effectiveness; Models; Teacher Qualifications; Academic Achievement; Measurement; Measurement Techniques; Educational Assessment; Error of Measurement; Effect Size; Longitudinal Studies; Educational Research; Scores; Educational Testing; Correlation; Predictor Variables; Achievement Gains; Educational Policy; Teacher Characteristics; Personnel Policy; Teacher Selection; Teacher Evaluation; Student Evaluation; Evaluation Problems; Work Experience; Statistical Bias; California; Illinois; New Jersey; New York; North Carolina; Tennessee; Texas + Suchen Sie Ihr Suchwort? Studienbuch; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Analogiemodell; Lehrqualifikation; Schulleistung; Messverfahren; Messtechnik; Education; assessment; Bewertungssystem; Messfehler; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsforschung; Pädagogische Forschung; Korrelation; Prädiktor; Achievement gain; Leistungssteigerung; Politics of education; Bildungspolitik; Personalpolitik; Teacher appraisal; Lehrerbeurteilung; Schulnote; Studentische Bewertung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Kalifornien
Abstract	Extensive education research on the contribution of teachers to student achievement produces two generally accepted results. First, teacher quality varies substantially as measured by the value added to student achievement or future academic attainment or earnings. Second, variables often used to determine entry into the profession and salaries--including postgraduate schooling, experience, and licensing examination scores--appear to explain little of the variation in teacher quality so measured. (Early experience is the exception.) Together, these findings underscore explicitly that observed teacher characteristics do not represent teacher quality. The precise method of attributing differences in classroom achievement to teachers is the subject of considerable discussion and analysis. The authors begin by briefly outlining the general analytical framework that forms the basis of much of the work in this area and then describe the range of results from recent efforts to measure the variance of teacher effectiveness. (Contains 1 table.) [This paper is published in "The American Economic Review" 100(2), May 2010.] (ERIC).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10