The Experts below are selected from a list of 141498 Experts worldwide ranked by ideXlab platform
Eric A Hanushek - One of the best experts on this subject based on the ideXlab platform.
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the value of smarter Teachers international evidence on Teacher cognitive skills and student performance
Journal of Human Resources, 2018Co-Authors: Eric A Hanushek, Marc Piopiunik, Simon WiederholdAbstract:Differences in Teacher Quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure Teacher Quality consistently across countries. We use unique international assessment data to investigate the role of Teacher cognitive skills as one main dimension of Teacher Quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in Teacher cognitive skills attributable to international differences in relative wages of nonTeacher public sector employees. Using student-level test score data, we find that Teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in Teacher skills.
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the distribution of Teacher Quality and implications for policy
Annual Review of Economics, 2012Co-Authors: Eric A Hanushek, Steven G RivkinAbstract:It has become commonplace to measure Teacher Quality in terms of Teacher value-added. Operationally, this means evaluating Teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in Teacher effectiveness, much of which is within schools as opposed to between schools. The policy implications of these variations are dramatic. But the underlying statistical modeling has become the subject of intense research, in part because of this direct use of value-added measures in policy discussions.
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the economic value of higher Teacher Quality
Economics of Education Review, 2011Co-Authors: Eric A HanushekAbstract:Most analyses of Teacher Quality end without any assessment of the economic value of altered Teacher Quality. This paper combines information about Teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between Teacher Quality and student achievement. This provides the basis for consideration of the derived demand for Teachers that comes from their impact on economic outcomes. Alternative valuation methods are based on the impact of increased achievement on individual earnings and on the impact of low Teacher effectiveness on economic growth through aggregate achievement. A Teacher one standard deviation above the mean effectiveness annually generates marginal gains of over $400,000 in present value of student future earnings with a class size of 20 and proportionately higher with larger class sizes. Alternatively, replacing the bottom 5–8 percent of Teachers with average Teachers could move the U.S. near the top of international math and science rankings with a present value of $100 trillion.
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generalizations about using value added measures of Teacher Quality
The American Economic Review, 2010Co-Authors: Eric A Hanushek, Steven G RivkinAbstract:The extensive investigation of the contribution of Teachers to student achievement produces two generally accepted results. First, there is sub stantial variation in Teacher Quality as measured by the value added to achievement or future aca demic attainment or earnings. Second, variables often used to determine entry into the profession and salaries, including post-graduate schooling, experience, and licensing examination scores, appear to explain little of the variation in Teacher Quality so measured, with the exception of early experience. Together these findings underscore explicitly that observed Teacher characteristics do not represent Teacher Quality.
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pay working conditions and Teacher Quality
The Future of Children, 2007Co-Authors: Eric A Hanushek, Steven G RivkinAbstract:Summary Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the Quality of instruction in the classroom. The wages of Teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban districts pay more, while in others, suburban districts pay more. But working conditions in urban and suburban districts differ substantially, with urban Teachers reporting far less administrator and parental support, worse materials, and greater student problems. Difficult working conditions may drive much of the difference in turnover of Teachers and the transfer of Teachers across schools. Using rich data from Texas public schools, the authors describe in detail what happens when Teachers move from school to school. They examine how salaries and student characteristics change when Teachers move and also whether turnover affects Teacher Quality and student achievement. They note that both wages and student characteristics affect Teachers’ choices and result in a sorting of Teachers across schools, but they find little evidence that Teacher transitions are detrimental to student learning. The extent to which variations in salaries and working conditions translate into differences in the Quality of instruction depends importantly on the effectiveness of school personnel policies in hiring and retaining the most effective Teachers and on constraints on both entry into the profession and the firing of low performers.
Steven G Rivkin - One of the best experts on this subject based on the ideXlab platform.
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the distribution of Teacher Quality and implications for policy
Annual Review of Economics, 2012Co-Authors: Eric A Hanushek, Steven G RivkinAbstract:It has become commonplace to measure Teacher Quality in terms of Teacher value-added. Operationally, this means evaluating Teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in Teacher effectiveness, much of which is within schools as opposed to between schools. The policy implications of these variations are dramatic. But the underlying statistical modeling has become the subject of intense research, in part because of this direct use of value-added measures in policy discussions.
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generalizations about using value added measures of Teacher Quality
The American Economic Review, 2010Co-Authors: Eric A Hanushek, Steven G RivkinAbstract:The extensive investigation of the contribution of Teachers to student achievement produces two generally accepted results. First, there is sub stantial variation in Teacher Quality as measured by the value added to achievement or future aca demic attainment or earnings. Second, variables often used to determine entry into the profession and salaries, including post-graduate schooling, experience, and licensing examination scores, appear to explain little of the variation in Teacher Quality so measured, with the exception of early experience. Together these findings underscore explicitly that observed Teacher characteristics do not represent Teacher Quality.
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class size reduction and student achievement the potential tradeoff between Teacher Quality and class size
Journal of Human Resources, 2009Co-Authors: Christopher Jepsen, Steven G RivkinAbstract:This paper investigates the effects of California’s billion-dollar class-size-reduction program on student achievement. It uses year-to-year differences in class size generated by variation in enrollment and the state’s class-size-reduction program to identify both the direct effects of smaller classes and related changes in Teacher Quality. Although the results show that smaller classes raised mathematics and reading achievement, they also show that the increase in the share of Teachers with neither prior experience nor full certification dampened the benefits of smaller classes, particularly in schools with high shares of economically disadvantaged, minority students.
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pay working conditions and Teacher Quality
The Future of Children, 2007Co-Authors: Eric A Hanushek, Steven G RivkinAbstract:Summary Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the Quality of instruction in the classroom. The wages of Teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban districts pay more, while in others, suburban districts pay more. But working conditions in urban and suburban districts differ substantially, with urban Teachers reporting far less administrator and parental support, worse materials, and greater student problems. Difficult working conditions may drive much of the difference in turnover of Teachers and the transfer of Teachers across schools. Using rich data from Texas public schools, the authors describe in detail what happens when Teachers move from school to school. They examine how salaries and student characteristics change when Teachers move and also whether turnover affects Teacher Quality and student achievement. They note that both wages and student characteristics affect Teachers’ choices and result in a sorting of Teachers across schools, but they find little evidence that Teacher transitions are detrimental to student learning. The extent to which variations in salaries and working conditions translate into differences in the Quality of instruction depends importantly on the effectiveness of school personnel policies in hiring and retaining the most effective Teachers and on constraints on both entry into the profession and the firing of low performers.
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chapter 18 Teacher Quality
Handbook of the Economics of Education, 2006Co-Authors: Eric A Hanushek, Steven G RivkinAbstract:Abstract Improving the Quality of instruction is a central component to virtually all proposals to raise school Quality. Unfortunately, policy recommendations often ignore existing evidence about Teacher labor markets and the determinants of Teacher effectiveness in the classroom. This chapter reviews research on Teacher labor markets, the importance of Teacher Quality in the determination of student achievement, and the extent to which specific observable characteristics often related to hiring decisions and salary explain the variation in the Quality of instruction. The evidence is applied to the comparison between policies that seek to raise Quality by tightening the qualifications needed to enter teaching and policies that seek to raise Quality by simultaneously loosening entry restrictions and introducing performance incentives for Teachers and administrators.
Dan Goldhaber - One of the best experts on this subject based on the ideXlab platform.
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uneven playing field assessing the Teacher Quality gap between advantaged and disadvantaged students
Educational Researcher, 2015Co-Authors: Dan Goldhaber, Lesley Lavery, Roddy TheobaldAbstract:Policymakers aiming to close the well-documented achievement gap between advantaged and disadvantaged students have increasingly turned their attention to issues of Teacher Quality. A number of studies have demonstrated that Teachers are inequitably distributed across student subgroups by input measures, like experience and qualifications, as well as output measures, like value-added estimates of Teacher performance, but these tend to focus on either individual measures of Teacher Quality or particular school districts. In this study, we present a comprehensive, descriptive analysis of the inequitable distribution of both input and output measures of Teacher Quality across various indicators of student disadvantage across all school districts in Washington State. We demonstrate that in elementary school, middle school, and high school classrooms, virtually every measure of Teacher Quality we examine—experience, licensure exam scores, and value added—is inequitably distributed across every indicator of stu...
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the effect of certification and preparation on Teacher Quality
The Future of Children, 2007Co-Authors: Donald Boyd, Dan Goldhaber, Hamilton Lankford, James WyckoffAbstract:Summary To improve the Quality of the Teacher workforce, some states have tightened Teacher preparation and certification requirements while others have eased requirements and introduced “alternative” ways of being certified to attract more people to teaching. Donald Boyd, Daniel Goldhaber, Hamilton Lankford, and James Wyckoff evaluate these seemingly contradictory strategies by examining how preparation and certification requirements affect student achivement. If strong requirements improve student outcomes and deter relatively few potential Teachers, the authors say, then they may well be good policy. But if they have little effect on student achievement, if they seriously deter potential Teachers, or if schools are able to identify applicants who will produce good student outcomes, then easing requirements becomes a more attractive policy. In reviewing research on these issues, the authors find that evidence is often insufficient to draw conclusions. They do find that highly selective alternative route programs can produce effective Teachers who perform about the same as Teachers from traditional routes after two years on the job. And they find that Teachers who score well on certification exams can improve student outcomes somewhat. Limited evidence suggests that certification requirements can diminish the pool of applicants, but there is no evidence on how they affect student outcomes. And the authors find that schools have a limited ability to identify attributes in prospective Teachers that allow them to improve student achievement. The authors conclude that the research evidence is simply too thin to have serious implications for policy. Given the enormous investment in Teacher preparation and certification and given the possibility that these requirements may worsen student outcomes, the lack of convincing evidence is disturbing. The authors urge researchers and policymakers to work together to move to a more informed position where good resource decisions can be made.
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can Teacher Quality be effectively assessed national board certification as a signal of effective teaching
The Review of Economics and Statistics, 2007Co-Authors: Dan Goldhaber, Emily AnthonyAbstract:Abstract In this paper, we describe the results of a study assessing the relationship between the certification of Teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary-level student achievement. We examine whether NBPTS assesses the most effective applicants, whether certification by NBPTS serves as a signal of Teacher Quality, and whether completing the NBPTS assessment process serves as a catalyst for increasing Teacher effectiveness. We find consistent evidence that NBPTS is identifying the more effective Teacher applicants and that National Board Certified Teachers are generally more effective than Teachers who never applied to the program. The statistical significance and magnitude of the “NBPTS effect,” however, differs significantly by grade level and student type. We do not find evidence that the NBPTS certification process itself does anything to increase Teacher effectiveness.
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can Teacher Quality be effectively assessed national board certification as a signal of effective teaching
The Review of Economics and Statistics, 2007Co-Authors: Dan Goldhaber, Emily AnthonyAbstract:In this paper, we describe the results of a study assessing the relationship between the certification of Teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary-level student achievement. We examine whether NBPTS assesses the most effective applicants, whether certification by NBPTS serves as a signal of Teacher Quality, and whether completing the NBPTS assessment process serves as a catalyst for increasing Teacher effectiveness. We find consistent evidence that NBPTS is identifying the more effective Teacher applicants and that National Board Certified Teachers are generally more effective than Teachers who never applied to the program. The statistical significance and magnitude of the "NBPTS effect," however, differs significantly by grade level and student type. We do not find evidence that the NBPTS certification process itself does anything to increase Teacher effectiveness. Copyright by the President and Fellows of Harvard College and the Massachusetts Institute of Technology.
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can Teacher Quality be effectively assessed
2004Co-Authors: Dan GoldhaberAbstract:In this paper, we describe the results of the first large-scale study, based on a unique data set from North Carolina, assessing the relationship between the certification of Teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary- level student achievement. Our findings indicate that NBPTS is successfully identifying the more effective Teachers among applicants, and that NBPTS-certified Teachers, prior to becoming certified, were more effective than their non-certified counterparts at increasing student achievement. The statistical significance and magnitude of the NBPTS effect, however, differs significantly by grade level and student type. (Publication updated on web 4/7/05)
Emily Anthony - One of the best experts on this subject based on the ideXlab platform.
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can Teacher Quality be effectively assessed national board certification as a signal of effective teaching
The Review of Economics and Statistics, 2007Co-Authors: Dan Goldhaber, Emily AnthonyAbstract:Abstract In this paper, we describe the results of a study assessing the relationship between the certification of Teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary-level student achievement. We examine whether NBPTS assesses the most effective applicants, whether certification by NBPTS serves as a signal of Teacher Quality, and whether completing the NBPTS assessment process serves as a catalyst for increasing Teacher effectiveness. We find consistent evidence that NBPTS is identifying the more effective Teacher applicants and that National Board Certified Teachers are generally more effective than Teachers who never applied to the program. The statistical significance and magnitude of the “NBPTS effect,” however, differs significantly by grade level and student type. We do not find evidence that the NBPTS certification process itself does anything to increase Teacher effectiveness.
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can Teacher Quality be effectively assessed national board certification as a signal of effective teaching
The Review of Economics and Statistics, 2007Co-Authors: Dan Goldhaber, Emily AnthonyAbstract:In this paper, we describe the results of a study assessing the relationship between the certification of Teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary-level student achievement. We examine whether NBPTS assesses the most effective applicants, whether certification by NBPTS serves as a signal of Teacher Quality, and whether completing the NBPTS assessment process serves as a catalyst for increasing Teacher effectiveness. We find consistent evidence that NBPTS is identifying the more effective Teacher applicants and that National Board Certified Teachers are generally more effective than Teachers who never applied to the program. The statistical significance and magnitude of the "NBPTS effect," however, differs significantly by grade level and student type. We do not find evidence that the NBPTS certification process itself does anything to increase Teacher effectiveness. Copyright by the President and Fellows of Harvard College and the Massachusetts Institute of Technology.
William Sander - One of the best experts on this subject based on the ideXlab platform.
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Teachers and Student Achievement in the Chicago Public High Schools
Journal of Labor Economics, 2007Co-Authors: Daniel Aaronson, Lisa Barrow, William SanderAbstract:We estimate the importance of Teachers in Chicago public high schools using matched student-Teacher administrative data. A one standard deviation, one semester improvement in math Teacher Quality raises student math scores by 0.13 grade equivalents or, over 1 year, roughly one‐fifth of average yearly gains. Estimates are relatively stable over time, reasonably impervious to a variety of conditioning variables, and do not appear to be driven by classroom sorting or selective score reporting. Also, Teacher Quality is particularly important for lower‐ability students. Finally, traditional human capital measures—including those determining compensation—explain little of the variation in estimated Quality.
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Teachers and student achievement in the chicago public high schools
Research Papers in Economics, 2002Co-Authors: Daniel Aaronson, Lisa Barrow, William SanderAbstract:We match administrative data on Chicago public high school students and Teachers at the classroom level to estimate the importance of Teachers to mathematics test score gains. We show that sampling variation and other measurement issues are important drivers of naive estimates of Teacher effects, in some cases accounting for the majority of dispersion in Teacher Quality. However, correcting for these problems, Teachers are still economically and statistically influential. Replacing a Teacher with another that is rated two standard deviations superior in Quality can add 0.35 to 0.45 grade equivalents, or 30 to 40 percent of an average school year, to a student's math score performance. Furthermore, the Teacher Quality ratings are relatively stable within an individual instructor over time and reasonably consistent across most student types, with the notable exception of the lowest achieving students, where the same two standard deviation improvement in Teacher Quality adds only 0.20 grade equivalents. Finally, we relate our measured Teacher effects to observable characteristics of the instructors and show that the vast majority is unexplained by standard observable characteristics of Teachers, including those that are typically used for compensation purposes
