Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers with Their English Learners and Non-English Learners

Autor/inn/en	Loeb, Susanna; Soland, James; Fox, Lindsay
Titel	Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers with Their English Learners and Non-English Learners
Quelle	In: Educational Evaluation and Policy Analysis, 36 (2014) 4, S.457-475 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373714527788
Schlagwörter	Teacher Effectiveness; Bilingual Teachers; Certification; Measures (Individuals); Comparative Analysis; Native Speakers; Teacher Characteristics; Regression (Statistics); Heterogeneous Grouping; English Language Learners; Florida + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Abschlusszeugnis; Zertifizierung; Messdaten; Muttersprachler; Regression; Regressionsanalyse
Abstract	Districts, states, and researchers are using value-added models with increasing frequency to evaluate educational policies and programs, as well as teachers and other educators individually. Despite their prevalence, little research assesses whether value-added measures (VAM) are consistent across student subgroups. Are teachers who are effective with one group of students also effective with others? If they are not, then it may be worthwhile to develop separate measures of teacher effectiveness for different student groups; if they are, a single average measure will likely suffice. Our article uses data from a large urban district with a considerable English learner (EL) population to compare teachers' VAM with ELs to the same teachers' VAM with non-ELs. We find that teachers who are effective with ELs also tend to be effective with their non-ELs and vice versa. We also, however, find evidence that some teachers are relatively more effective with ELs than with non-ELs, and that this increased efficacy is predicted by a teacher's fluency in students' home language and whether he or she possesses a bilingual teaching certification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10