The Experts below are selected from a list of 321 Experts worldwide ranked by ideXlab platform
Joseph J. Stevens - One of the best experts on this subject based on the ideXlab platform.
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Student Achievement and elementary teachers’ perceptions of school climate
Learning Environments Research, 2006Co-Authors: Bruce Johnson, Joseph J. StevensAbstract:Teachers’ perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers’ perceptions of school climate and school mean Student Achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on Student Achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made.
Kai Hong - One of the best experts on this subject based on the ideXlab platform.
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School Bond Referendum, Capital Expenditure, and Student Achievement
The B.E. Journal of Economic Analysis & Policy, 2017Co-Authors: Kai HongAbstract:In the United States, the reform of the financial system of capital expenditure is under consideration, as people believe the current system through local referenda contributes to inequality in Student Achievement across school districts. Several studies using a regression discontinuity design (RDD) find zero to modest positive effects of capital expenditure on Student Achievement; however, these studies identify only the effect of capital expenditure financed by a marginally passed bond with a vote share at the cutoff. In this paper I estimate the average effect of capital expenditure on Student Achievement by incorporating a latent factor model into the existing RDD framework, and comparing school districts that are similar in their underlying confounding variables, namely preferences for educational investment. The results show that, on average, capital expenditure financed by a passed bond does not have significant effect on Student Achievement.
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School Bond Referendum, Capital Expenditure, and Student Achievement
SSRN Electronic Journal, 2016Co-Authors: Kai HongAbstract:In the United States, the reform of the financial system of capital expenditure is under consideration, as people believe the current system through local referenda contributes to inequality in Student Achievement across school districts. Several studies using a regression discontinuity design (RDD) find zero to modest positive effects of capital expenditures on Student Achievement; however, these studies identify only the effect of capital expenditure financing by a marginally passed bond with a vote share at the cutoff. In this paper I estimate the average effect of capital expenditure on Student Achievement by incorporating a latent factor model into the existing RDD framework, and comparing school districts that are similar in their underlying confounding variables, namely preferences for educational investment. The results show that, on average, capital expenditure financed by a passed bond does not have significantly effect on Student Achievement.
Bruce Johnson - One of the best experts on this subject based on the ideXlab platform.
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Student Achievement and elementary teachers’ perceptions of school climate
Learning Environments Research, 2006Co-Authors: Bruce Johnson, Joseph J. StevensAbstract:Teachers’ perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers’ perceptions of school climate and school mean Student Achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on Student Achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made.
Thomas J Kane - One of the best experts on this subject based on the ideXlab platform.
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identifying effective classroom practices using Student Achievement data
Journal of Human Resources, 2011Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Abstract:Research continues to find large differences in Student Achievement gains across teachers' classrooms. The variability in teacher effectiveness raises the stakes on identifying effective teachers and teaching practices. This paper combines data from classroom observations of teaching practices and measures of teachers' ability to improve Student Achievement as one contribution to these questions. We find that observation measures of teaching effectiveness are substantively related to Student Achievement growth and that some observed teaching practices predict Achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems.
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identifying effective classroom practices using Student Achievement data
Social Science Research Network, 2010Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Recent research has confirmed both the importance of teachers in producing Student Achievement growth and in the variability across teachers in the ability to do that. Such findings raise the stakes on our ability to identify effective teachers and teaching practices. This paper combines information from classroom-based observations and measures of teachers' ability to improve Student Achievement as a step toward addressing these challenges. We find that classroom based measures of teaching effectiveness are related in substantial ways to Student Achievement growth. Our results point to the promise of teacher evaluation systems that would use information from both classroom observations and Student test scores to identify effective teachers. Our results also offer information on the types of practices that are most effective at raising Achievement.
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estimating teacher impacts on Student Achievement an experimental evaluation
2008Co-Authors: Thomas J Kane, Douglas O StaigerAbstract:We used a random-assignment experiment in Los Angeles Unified School District to evaluate various non-experimental methods for estimating teacher effects on Student test scores. Estimated teacher effects from a pre-experimental period were used to predict Student Achievement following random assignment of teachers to classrooms. While all of the teacher effect estimates we considered were significant predictors of Student Achievement under random assignment, those that controlled for prior Student test scores yielded unbiased predictions and those that further controlled for mean classroom characteristics yielded the best prediction accuracy. In both the experimental and nonexperimental data, we found that teacher effects faded out by roughly 50 percent per year in the two years following teacher assignment.
Amy L Wooten - One of the best experts on this subject based on the ideXlab platform.
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identifying effective classroom practices using Student Achievement data
Journal of Human Resources, 2011Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Abstract:Research continues to find large differences in Student Achievement gains across teachers' classrooms. The variability in teacher effectiveness raises the stakes on identifying effective teachers and teaching practices. This paper combines data from classroom observations of teaching practices and measures of teachers' ability to improve Student Achievement as one contribution to these questions. We find that observation measures of teaching effectiveness are substantively related to Student Achievement growth and that some observed teaching practices predict Achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems.
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identifying effective classroom practices using Student Achievement data
Social Science Research Network, 2010Co-Authors: Thomas J Kane, Eric S Taylor, John H Tyler, Amy L WootenAbstract:Recent research has confirmed both the importance of teachers in producing Student Achievement growth and in the variability across teachers in the ability to do that. Such findings raise the stakes on our ability to identify effective teachers and teaching practices. This paper combines information from classroom-based observations and measures of teachers' ability to improve Student Achievement as a step toward addressing these challenges. We find that classroom based measures of teaching effectiveness are related in substantial ways to Student Achievement growth. Our results point to the promise of teacher evaluation systems that would use information from both classroom observations and Student test scores to identify effective teachers. Our results also offer information on the types of practices that are most effective at raising Achievement.
