Assessing the productivity of schools through two “what works” inputs, teacher quality and teacher effectiveness

2017 ◽  
Vol 16 (3) ◽  
pp. 205-217
Author(s):  
Andrew Skourdoumbis
Keyword(s):  
Teacher Effectiveness ◽  
Teacher Quality ◽  
What Works

scholarly journals Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?

2015 ◽  
Vol 10 (4) ◽  
pp. 508-534 ◽  
Author(s):  
Cory Koedel ◽  
Eric Parsons ◽  
Michael Podgursky ◽  
Mark Ehlert
Keyword(s):  
Teacher Preparation ◽  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Teacher Performance ◽  
Teacher Preparation Programs ◽  
Preparation Programs

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

The Consistency of Composite Ratings of Teacher Effectiveness: Evidence From New Mexico

2019 ◽  
Vol 56 (6) ◽  
pp. 2116-2146 ◽  
Author(s):  
Sy Doan ◽  
Jonathan D. Schweig ◽  
Kata Mihaly
Keyword(s):  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Evaluation System ◽  
High Stakes ◽  
Evaluation Systems ◽  
Composite Rating ◽  
Teacher Evaluation Systems ◽  
Measures Of Performance ◽  
Original Rating

Contemporary teacher evaluation systems use multiple measures of performance to construct ratings of teacher quality. While the properties of constituent measures have been studied, little is known about whether composite ratings themselves are sufficiently reliable to support high-stakes decision making. We address this gap by estimating the consistency of composite ratings of teacher quality from New Mexico’s teacher evaluation system from 2015 to 2016. We estimate that roughly 40% of teachers would receive a different composite rating if reevaluated in the same year; 97% of teachers would receive ratings within ±1 level of their original rating. We discuss mechanisms by which policymakers can improve rating consistency, and the implications of those changes to other properties of teacher evaluation systems.

What Works?

ASHA Leader ◽  
2007 ◽  
Vol 12 (5) ◽  
pp. 10-10
Author(s):  
Wayne A. Secord
Keyword(s):  
What Works

Raynaud's, Ischemic Finger: What Works, What Doesn't

2011 ◽  
Vol 42 (3) ◽  
pp. 38
Author(s):  
BRUCE JANCIN
Keyword(s):  
What Works

Research in Teacher Effectiveness Comes of Age

1980 ◽  
Vol 25 (1) ◽  
pp. 40-41
Author(s):  
DONALD M. MEDLEY
Keyword(s):  
Teacher Effectiveness
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