Literaturnachweis - Detailanzeige
Autor/inn/en | Goldhaber, Dan; Jin, Zeyu; Startz, Richard |
---|---|
Institution | National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research |
Titel | How Much Do Early Teachers Matter? Working Paper No. 264-0422 |
Quelle | (2022), (39 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Early Childhood Teachers; Teacher Effectiveness; Teacher Influence; Grade 4; Grade 8; Achievement Gap; Outcomes of Education; Value Added Models; Monte Carlo Methods; Educational Quality Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Lernleistung; Schulerfolg; Monte-Carlo-Methode; Quality of education; Bildungsqualität |
Abstract | We present new estimates of the importance of teachers in early grades for later grade outcomes, but unlike the existing literature that examines teacher "fade-out," we directly compare the contribution of early-grade teachers to later year outcomes against the contributions of later year teachers to the same later year outcomes. Where the prior literature finds that much of the contribution of early teachers fades away, we find that the contributions of early-year teachers remain important in later grades. The difference in contributions to eighth-grade outcomes between an effective and ineffective fourth-grade teacher is about half the difference among eighth-grade teachers. The effect on eighth-grade outcomes of replacing a fourth-grade teacher who is below the 5th percentile with a median teacher is about half the underrepresented minority (URM)/non-URM achievement gap. Our results reinforce earlier conclusions in the literature that teachers in all grades are important for student achievement. (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 |