Literaturnachweis - Detailanzeige
Autor/inn/en | Backes, Ben; Cowan, James; Goldhaber, Dan; Theobald, Roddy |
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Institution | National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
Titel | How to Measure a Teacher: The Influence of Test and Nontest Value-Added on Long-Run Student Outcomes. Working Paper No. 270-0423-2 |
Quelle | (2023), (65 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Quantitative Daten; Teacher Effectiveness; Teacher Evaluation; Outcomes of Education; Learning Trajectories; Value Added Models; Academic Achievement; Tests; College Attendance; Selective Admission; Prediction; Correlation; Evaluation Methods; Educational Theories Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Lernleistung; Schulerfolg; Schulleistung; Examination; Prüfung; Examen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Bildungsselektion; Vorhersage; Korrelation; Educational theory; Theory of education; Bildungstheorie |
Abstract | This paper examines how different measures of teacher quality are related to students' long-run educational trajectories. We estimate teachers' "test-based" and "nontest" value-added (the latter based on contributions to student absences, suspensions, grade progression, and grades) and assess how these predict various student postsecondary outcomes. We find that both types of value-added have positive effects on student outcomes. Test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution, such as attending a more selective college, while nontest measures have more explanatory power for whether students enroll in college at all. (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 | 2024/1/01 |