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Familiar and New Results on the Correlates of Teacher Effectiveness
| Content Provider | CiteSeerX |
|---|---|
| Author | Peterson, Paul E. Chingos, Matthew M. |
| Abstract | Neither holding a college major in education nor acquiring a master’s degree is correlated with elementary and middle school teaching effectiveness, regardless of the university at which the degree was earned. Teachers generally do become more effective with a few years of teaching experience, but we also find evidence that teachers may become less effective with experience, particularly later in their careers. These and other findings with respect to the correlates of teacher effectiveness are obtained from estimations using value-added models that control for student characteristics as well as school and (where appropriate teacher) fixed effects in order to measure teacher effectiveness in reading and math for Florida students in fourth through eighth grades for eight school years, 2001–02 through 2008–09. In recent years, it has become the conventional wisdom that teachers vary substantially in their effectiveness at lifting student classroom achievement, as measured by their performance on standardized tests. 1 Despite that variability, it has been difficult for scholars to identify types of training that correlate well with teacher effectiveness. Teacher classroom performance is |
| File Format | |
| Access Restriction | Open |
| Subject Keyword | Middle School Eighth Grade Classroom Performance School Year Standardized Test Master Degree Value-added Model Student Classroom Achievement Florida Student Student Characteristic Teacher Effectiveness Conventional Wisdom |
| Content Type | Text |
