Teacher Effects on Student Achievement and Height: A Cautionary Tale

We investigated teacher effects (magnitude, predictors, and cumulativeness) on primary students’ achievement trajectories in Chile, using multilevel cross-classified (accelerated) growth models (four overlapping cohorts, spanning Grades 3 to 8; n = 19,704 students, and 851 language and 812 mathematics teachers, in 156 schools). It was found that teacher effects on achievement growth are large, exceeding school effects. Also, the contribution of teachers to student achievement growth was found to accumulate over time. The study advances the field by exploring teacher effects in the context of an emerging economy, contributing further evidence on the properties of teacher effects on student achievement growth and demonstrating the combined use of accelerated longitudinal designs, growth curve approaches, and cross-classified and multiple membership models.

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How Large Are Teacher Effects?

Educational Evaluation and Policy Analysis ◽

10.3102/01623737026003237 ◽

2004 ◽

Vol 26 (3) ◽

pp. 237-257 ◽

Cited By ~ 611

Author(s):

Barbara Nye ◽

Spyros Konstantopoulos ◽

Larry V. Hedges

Keyword(s):

Student Achievement ◽

Mathematics Achievement ◽

Low Socioeconomic Status ◽

Variance Components ◽

Selection Effects ◽

Teacher Effects ◽

Low Socioeconomic ◽

Achievement Gains ◽

Teacher Effect ◽

Teachers And Students

It is widely accepted that teachers differ in their effectiveness, yet the empirical evidence regarding teacher effectiveness is weak. The existing evidence is mainly drawn from econometric studies that use covariates to attempt to control for selection effects that might bias results. We use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains. Our estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but we find larger effects on mathematics achievement than on reading achievement. The estimated relation of teacher experience with student achievement gains is substantial, but is statistically significant only for 2nd-grade reading and 3rd-grade mathematics achievement. We also find much larger teacher effect variance in low socioeconomic status (SES) schools than in high SES schools.

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What Large-Scale, Survey Research Tells Us About Teacher Effects on Student Achievement: Insights From the Prospects Study of Elementary Schools

Teachers College Record ◽

10.1111/1467-9620.00212 ◽

2002 ◽

Vol 104 (8) ◽

pp. 1525-1567 ◽

Cited By ~ 233

Author(s):

Brian Rowan ◽

Richard Correnti ◽

Robert J. Miller

Keyword(s):

Student Achievement ◽

Elementary Schools ◽

Survey Research ◽

Large Scale ◽

Teacher Effects ◽

Large Scale Survey

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The Stability of Teacher Effects Upon Student Achievement

Review of Educational Research ◽

10.3102/00346543040005647 ◽

1970 ◽

Vol 40 (5) ◽

pp. 647-662 ◽

Cited By ~ 40

Author(s):

Barak Rosenshine

Keyword(s):

Student Achievement ◽

Teacher Effects ◽

The Stability

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Teacher Effects, Value-Added Models, and Accountability

Teachers College Record ◽

10.1177/016146811411600109 ◽

2014 ◽

Vol 116 (1) ◽

pp. 1-21 ◽

Cited By ~ 2

Author(s):

Spyros Konstantopoulos

Keyword(s):

Student Achievement ◽

Empirical Evidence ◽

Statistical Models ◽

Value Added ◽

Unique Contribution ◽

Teacher Effects ◽

Achievement Gains ◽

Value Added Models ◽

The Stability ◽

Value Added Measures

Background In the last decade, the effects of teachers on student performance (typically manifested as state-wide standardized tests) have been re-examined using statistical models that are known as value-added models. These statistical models aim to compute the unique contribution of the teachers in promoting student achievement gains from grade to grade, net of student background and prior ability. Value-added models are widely used nowadays and they are used by some states to rank teachers. These models are used to measure teacher performance or effectiveness (via student achievement gains), with the ultimate objective of rewarding or penalizing teachers. Such practices have resulted in a large amount of controversy in the education community about the role of value-added models in the process of making important decisions about teachers such as salary increases, promotion, or termination of employment. Purpose The purpose of this paper is to review the effects teachers have on student achievement, with an emphasis on value-added models. The paper also discusses whether value-added models are appropriately used as a sole indicator in evaluating teachers’ performance and making critical decisions about teachers’ futures in the profession. Research Design This is a narrative review of the literature on teacher effects that includes evidence about the stability of teacher effects using value-added models. Conclusions More comprehensive systems for teacher evaluation are needed. We need more research on value-added models and more work on evaluating value-added models. The strengths and weaknesses of these models should be clearly described. We also need much more empirical evidence with respect to the reliability and the stability of value-added measures across different states. The findings thus far do not seem robust and conclusive enough to warrant decisions about raises, tenure, or termination of employment. In other words, it is unclear that the value-added measures that inform the accountability system are adequate. It is not obvious that we are better equipped now to make such important decisions about teachers than we were 35 years ago. Good et al. have argued that we need well-thought-out and well-developed criteria that guide accountability decisions. Perhaps such criteria should be standardized across school districts and states. That would ensure that empirical evidence across different states is comparable and would help determine whether findings converge or diverge.

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