The market for teacher quality:
"Much of education policy focuses on improving teacher quality, but most policies lack strong research support. We use student achievement gains to estimate teacher value-added, our measure of teacher quality. The analysis reveals substantial variation in the quality of instruction, most of whi...
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Cambridge, Mass.
National Bureau of Economic Research
2005
|
| Schriftenreihe: | National Bureau of Economic Research <Cambridge, Mass.>: NBER working paper series
11154 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "Much of education policy focuses on improving teacher quality, but most policies lack strong research support. We use student achievement gains to estimate teacher value-added, our measure of teacher quality. The analysis reveals substantial variation in the quality of instruction, most of which occurs within rather than between schools. Although teacher quality appears to be unrelated to advanced degrees or certification, experience does matter -- but only in the first year of teaching. We also find that good teachers tend to be effective with all student ability levels but that there is a positive value of matching students and teachers by race. In the second part of the analysis, we show that teachers staying in our sample of urban schools tend to be as good as or better than those who exit. Thus, the main cost of large turnover is the introduction of more first year teachers. Finally, there is little or no evidence that districts that offer higher salaries and have better working conditions attract the higher quality teachers among those who depart the central city district. The overall results have a variety of direct policy implications for the design of school accountability and the compensation of teachers"--National Bureau of Economic Research web site. |
| Beschreibung: | 30, [8] S. graph. Darst. |
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| 520 | 3 | |a "Much of education policy focuses on improving teacher quality, but most policies lack strong research support. We use student achievement gains to estimate teacher value-added, our measure of teacher quality. The analysis reveals substantial variation in the quality of instruction, most of which occurs within rather than between schools. Although teacher quality appears to be unrelated to advanced degrees or certification, experience does matter -- but only in the first year of teaching. We also find that good teachers tend to be effective with all student ability levels but that there is a positive value of matching students and teachers by race. In the second part of the analysis, we show that teachers staying in our sample of urban schools tend to be as good as or better than those who exit. Thus, the main cost of large turnover is the introduction of more first year teachers. Finally, there is little or no evidence that districts that offer higher salaries and have better working conditions attract the higher quality teachers among those who depart the central city district. The overall results have a variety of direct policy implications for the design of school accountability and the compensation of teachers"--National Bureau of Economic Research web site. | |
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| id | DE-604.BV023591349 |
| illustrated | Illustrated |
| index_date | 2024-07-02T22:41:28Z |
| indexdate | 2024-07-09T21:25:10Z |
| institution | BVB |
| language | English |
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| publishDate | 2005 |
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| series | National Bureau of Economic Research <Cambridge, Mass.>: NBER working paper series |
| series2 | National Bureau of Economic Research <Cambridge, Mass.>: NBER working paper series |
| spelling | The market for teacher quality Eric A. Hanushek ... Cambridge, Mass. National Bureau of Economic Research 2005 30, [8] S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier National Bureau of Economic Research <Cambridge, Mass.>: NBER working paper series 11154 "Much of education policy focuses on improving teacher quality, but most policies lack strong research support. We use student achievement gains to estimate teacher value-added, our measure of teacher quality. The analysis reveals substantial variation in the quality of instruction, most of which occurs within rather than between schools. Although teacher quality appears to be unrelated to advanced degrees or certification, experience does matter -- but only in the first year of teaching. We also find that good teachers tend to be effective with all student ability levels but that there is a positive value of matching students and teachers by race. In the second part of the analysis, we show that teachers staying in our sample of urban schools tend to be as good as or better than those who exit. Thus, the main cost of large turnover is the introduction of more first year teachers. Finally, there is little or no evidence that districts that offer higher salaries and have better working conditions attract the higher quality teachers among those who depart the central city district. The overall results have a variety of direct policy implications for the design of school accountability and the compensation of teachers"--National Bureau of Economic Research web site. Ökonometrisches Modell Teacher effectiveness Econometric models Hanushek, Eric Alan 1943- Sonstige (DE-588)124078710 oth Kain, John F. 1935-2003 Sonstige (DE-588)129292729 oth O'Brien, Daniel M. Sonstige (DE-588)130466433 oth Rivkin, Steven G. 1961- Sonstige (DE-588)124551874 oth Erscheint auch als Online-Ausgabe National Bureau of Economic Research <Cambridge, Mass.>: NBER working paper series 11154 (DE-604)BV002801238 11154 http://papers.nber.org/papers/w11154.pdf kostenfrei Volltext |
| spellingShingle | The market for teacher quality National Bureau of Economic Research <Cambridge, Mass.>: NBER working paper series Ökonometrisches Modell Teacher effectiveness Econometric models |
| title | The market for teacher quality |
| title_auth | The market for teacher quality |
| title_exact_search | The market for teacher quality |
| title_exact_search_txtP | The market for teacher quality |
| title_full | The market for teacher quality Eric A. Hanushek ... |
| title_fullStr | The market for teacher quality Eric A. Hanushek ... |
| title_full_unstemmed | The market for teacher quality Eric A. Hanushek ... |
| title_short | The market for teacher quality |
| title_sort | the market for teacher quality |
| topic | Ökonometrisches Modell Teacher effectiveness Econometric models |
| topic_facet | Ökonometrisches Modell Teacher effectiveness Econometric models |
| url | http://papers.nber.org/papers/w11154.pdf |
| volume_link | (DE-604)BV002801238 |
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