High School English Language Arts Teachers and Postsecondary Outcomes for Students with and without Disabilities. Working Paper No. 199-0718-1

Autor/inn/en	Theobald, Roddy; Goldhaber, Dan; Gratz, Trevor; Holden, Kristian
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	High School English Language Arts Teachers and Postsecondary Outcomes for Students with and without Disabilities. Working Paper No. 199-0718-1
Quelle	(2018), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; High Schools; Secondary School Teachers; High School Students; English Teachers; Language Arts; Postsecondary Education; Outcomes of Education; Disabilities; Value Added Models; Academic Achievement; Scores; Graduation Rate; Grade 10; Predictor Variables; Employment Patterns; Washington + Suchen Sie Ihr Suchwort? High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Sprachkultur; Post-secondary education; Tertiäre Bildung; Lernleistung; Schulerfolg; Handicap; Behinderung; Schulleistung; Prädiktor; Beschäftigungsstruktur
Abstract	We use longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher value added and other qualifications and the high school and postsecondary outcomes of their students. We also investigate whether these relationships differ for students with and without disabilities. We find that students assigned to 10th grade ELA teachers with higher value added have better test scores, are more likely to graduate on-time, and are more likely to attend and graduate from a four-year college than observably similar students assigned to 10th grade ELA teachers with lower value added. We also find that many of these relationships vary for students with and without disabilities, as 10th grade ELA teacher value added is more positively predictive of on-time graduation and four-year college attendance for students without disabilities, but more positively predictive of two-year college attendance and employment within two years of graduation for students with disabilities. In contrast to value added, other teacher characteristics like experience, degree level, endorsement area, and licensure test scores do not consistently predict better outcomes for students with or without disabilities. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01