Teacher Quality Gaps and Student Outcomes: Assessing the Association between Teacher Assignments and Student Math Test Scores and High School Course Taking. Working Paper 185

Autor/inn/en	Goldhaber, Dan; Theobald, Roddy; Fumia, Danielle
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Teacher Quality Gaps and Student Outcomes: Assessing the Association between Teacher Assignments and Student Math Test Scores and High School Course Taking. Working Paper 185
Quelle	(2018), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Competencies; Correlation; Mathematics Tests; Scores; High School Students; Course Selection (Students); Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Teacher Distribution; Disadvantaged Youth; Minority Group Students; Socioeconomic Influences; Value Added Models; Middle School Students; Middle School Teachers; Predictor Variables; Achievement Gap; Advanced Courses; Mathematics Achievement; Student Records; Statistical Analysis; Standardized Tests; Measurement; State Standards; Washington; Washington Assessment of Student Learning + Suchen Sie Ihr Suchwort? Lehrkunst; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Course selection; Kurswahl; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Benachteiligter Jugendlicher; Sozioökonomischer Faktor; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Prädiktor; Fortgeschrittenenunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerakte; Statistische Analyse; Standadised tests; Standardisierter Test; Messverfahren
Abstract	We use panel data in Washington State to study the extent to which teacher assignments between fourth and eighth grade explain gaps between advantaged and disadvantaged students--as defined by underrepresented minority status (URM) and eligibility for free or reduced price lunch (FRL)--in their eighth grade math test scores and high school course taking. We find some significant gaps between advantaged and disadvantaged students in the value added of the teachers to which they are assigned in these grades, although gaps in middle school grades are sensitive to the specification of value added. We then show that teacher assignments are highly predictive of both eighth-grade test scores and advanced course taking in high school, and that differences between advantaged and disadvantaged students in teacher assignments explain significant portions of student outcome gaps. In the case of eighth-grade test scores, the URM/non-URM gap drops by more than 15% and the FRL/non-FRL gap drops by more than 20% when we control directly for teacher assignments. That said, the reduction in the achievement gap is more modest when we control for measures of teacher value added that do not control for classroom characteristics (8% and 9%, respectively), while gaps actually increase slightly when we control for measures of value added that control for classroom characteristics. These patterns are qualitatively similar and even larger in magnitude when we consider the number of advanced math courses taken in high school as the outcome. (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