|
Sign In to gain access to subscriptions and/or personal tools.
|
How Large Are Teacher Effects?
Barbara Nye
Tennessee State University
Spyros Konstantopoulos
Northwestern University
Larry V. Hedges
The University of Chicago
It is widely accepted that teachers differ in their effectiveness, yet the empirical evidence regarding teacher effectiveness is weak. The existing evidence is mainly drawn from econometric studies that use covariates to attempt to control for selection effects that might bias results. We use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains. Our estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but we find larger effects on mathematics achievement than on reading achievement. The estimated relation of teacher experience with student achievement gains is substantial, but is statistically significant only for 2nd-grade reading and 3rd-grade mathematics achievement. We also find much larger teacher effect variance in low socioeconomic status (SES) schools than in high SES schools.
Key Words: experiments • teacher effects • teacher experience
Educational Evaluation and Policy Analysis, Vol. 26, No. 3,
237-257 (2004)
DOI: 10.3102/01623737026003237
 CiteULike  Complore  Connotea  Del.icio.us  Digg  Reddit  Technorati  Twitter What's this?
This article has been cited by other articles:
|
|
|
|
 
R. Curran Neild, E. Nash Farley-Ripple, and V. Byrnes
The Effect of Teacher Certification on Middle Grades Achievement in an Urban District
Educational Policy,
September 1, 2009;
23(5):
732 - 760.
[Abstract]
[PDF]
|
|
|
|
|
|
|
A. E. Cunningham, J. Zibulsky, K. E. Stanovich, and P. J. Stanovich
How Teachers Would Spend Their Time Teaching Language Arts: The Mismatch Between Self-Reported and Best Practices
J Learn Disabil,
September 1, 2009;
42(5):
418 - 430.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S. W. Raudenbush
The Brown Legacy and the O'Connor Challenge:Transforming Schools in the Images of Children's Potential
Educational Researcher,
April 1, 2009;
38(3):
169 - 180.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
R. C. Pianta and B. K. Hamre
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity
Educational Researcher,
March 1, 2009;
38(2):
109 - 119.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
K. S. Hagans
A Response-to-Intervention Approach to Decreasing Early Literacy Differences in First Graders From Different Socioeconomic Backgrounds: Evidence for the Intervention Validity of the DIBELS
Assessment for Effective Intervention,
December 1, 2008;
34(1):
35 - 42.
[Abstract]
[PDF]
|
|
|
|
|
|
|
G. J. Palardy and R. W. Rumberger
Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning
Educational Evaluation and Policy Analysis,
June 1, 2008;
30(2):
111 - 140.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
R. C. Pianta, J. Belsky, N. Vandergrift, R. Houts, and F. J. Morrison
Classroom Effects on Children's Achievement Trajectories in Elementary School
American Educational Research Journal,
June 1, 2008;
45(2):
365 - 397.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
S. W. Raudenbush
Advancing Educational Policy by Advancing Research on Instruction
American Educational Research Journal,
March 1, 2008;
45(1):
206 - 230.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
H. Timperley and A. Alton-Lee
Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners
Review of Research in Education,
February 1, 2008;
32(1):
328 - 369.
[Full Text]
[PDF]
|
|
|
|
|
|
|
R. H. Heck
Examining the Relationship Between Teacher Quality as an Organizational Property of Schools and Students' Achievement and Growth Rates
Educational Administration Quarterly,
October 1, 2007;
43(4):
399 - 432.
[Abstract]
[PDF]
|
|
|
|
|
|
|
G. Wiggan
Race, School Achievement, and Educational Inequality: Toward a Student-Based Inquiry Perspective
Review of Educational Research,
September 1, 2007;
77(3):
310 - 333.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
L. M. Justice
Evidence-Based Practice, Response to Intervention, and the Prevention of Reading Difficulties
Lang Speech Hear Serv Sch,
October 1, 2006;
37(4):
284 - 297.
[Abstract]
[Full Text]
[PDF]
|
|
|
|
|
|
|
T. L. Good, M. McCaslin, H. Y. Tsang, J. Zhang, C. R. H. Wiley, A. R. Bozack, and W. Hester
How Well Do 1st-Year Teachers Teach: Does Type of Preparation Make a Difference?
Journal of Teacher Education,
September 1, 2006;
57(4):
410 - 430.
[Abstract]
[PDF]
|
|
|
|
|
|
|
S.-K. McDonald, V. A. Keesler, N. J. Kauffman, and B. Schneider
Scaling-Up Exemplary Interventions
Educational Researcher,
April 1, 2006;
35(3):
15 - 24.
[Abstract]
[PDF]
|
|
|
|
|
