scholarly journals Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers

2018 ◽  
Vol 91 (2) ◽  
pp. 132-158 ◽  
Author(s):  
Paul Hanselman
Keyword(s):  
Elementary School Teachers ◽  
Minority Students ◽  
Racial Differences ◽  
Effective Teachers ◽  
Value Added ◽  
Learning Opportunities ◽  
Racial Inequalities ◽  
Low Achieving Students ◽  
School Learning ◽  
Value Added Measures

Are equal educational opportunities sufficient to narrow long-standing economic and racial inequalities in achievement? In this article, I test the hypothesis that poor and minority students benefit less from effective elementary school teachers than do their nonpoor and white peers, thus exacerbating inequalities. I use administrative data from public elementary schools in North Carolina to calculate value-added measures of teachers’ success in promoting learning, and I assess benefits for different students. Results suggest that differential benefits of effective teachers uniquely exacerbate black–white inequalities but do not contribute to economic achievement gaps. Racial differences are small, on average, relative to the benefits for all groups; are not explained by differences in prior achievement; and are largest for low-achieving students. Teacher-related learning opportunities are crucial for all students, but these results point to a disconnect between typical school learning opportunities and low-achieving minority students.

scholarly journals Playing to Teachers’ Strengths: Using Multiple Measures of Teacher Effectiveness to Improve Teacher Assignments

2016 ◽  
Vol 11 (1) ◽  
pp. 70-96 ◽  
Author(s):  
Lindsay Fox
Keyword(s):  
Language Arts ◽  
Elementary School Teachers ◽  
English Language ◽  
Value Added ◽  
Urban School District ◽  
School Teachers ◽  
Multiple Measures ◽  
Differential Effectiveness ◽  
The Stability ◽  
Value Added Measures

Current uses of value-added modeling largely ignore or assume away the potential for teachers to be more effective with one type of student than another or in one subject than another. This paper explores the stability of value-added measures across different subgroups and subjects using administrative data from a large urban school district. For elementary school teachers, effectiveness measures are highly stable across subgroups, with correlations upward of 0.9. The estimated cross-subject correlation between math and English language arts is around 0.7, suggesting some differential effectiveness by subject. To understand the magnitude of this correlation, I simulate targeted re-sorting of teachers to classrooms based on their comparative advantage. The results suggest that using multiple measures of value added to specialize teachers by subject could produce small average increases in student achievement, and larger increases for some students.

SHIFTING POWER

2018 ◽  
Vol 15 (02) ◽  
pp. 417-439 ◽  
Author(s):  
Brianna Remster ◽  
Rory Kramer
Keyword(s):  
United States ◽  
African American ◽  
Racial Differences ◽  
Mass Incarceration ◽  
Racial Inequalities ◽  
Rural Districts ◽  
Contemporary United States ◽  
The Impact ◽  
Legislative Districts

AbstractWhile prisoners cannot vote, they are counted as residents of the often rural legislative districts where they are incarcerated rather than their home districts. We examine the extent to which incarceration shifts the balance of a representative democracy by considering its impact on legislative apportionment. Drawing on data from the Census, Pennsylvania Department of Corrections, and Pennsylvania Redistricting Commission, we develop a counterfactual framework to examine whether removing and returning prisoners to their home districts affects equal representation. Because prisoners are disproportionately African American, we also employ this counterfactual to assess racial differences in the impact of prison gerrymandering. Findings indicate that incarceration shifts political power from urban districts to suburban and rural districts through legislative apportionment. Moreover, non-White communities suffer the most. We conclude by considering how our findings fit a growing literature on the role of mass incarceration in [re]producing racial inequalities in the contemporary United States.

scholarly journals DOES ELEMENTARY SCHOOL TEACHER’S PERFORMANCE MATTER?

2021 ◽  
Vol 40 (1) ◽  
pp. 242-252
Author(s):  
Muhamad Afandi ◽  
Sri Wahyuningsih ◽  
Linda Ika Mayasari
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Structural Equation ◽  
Teaching Experience ◽  
Holistic Education ◽  
Public Elementary Schools ◽  
Confirmatory Factor ◽  
School Learning ◽  
And Gender

The performance of teachers in realizing holistic education can be observed from how the teachers prepare, implement, and evaluate the learning process or their pedagogic knowledge. This study aims to examine the teachers’ ability to plan, implement and evaluate to assess their performance in the elementary school learning process based on tenure and gender. This research is a quantitative study with direct observation, which was conducted on 162 elementary school teachers from 30 public elementary schools in Semarang, Indonesia. Data were collected using assessment sheets. The observer was the principal which belonged to the same school as the respondent. The data were then validated using Pearson's correlation based on group tenure and gender. The instrument was analyzed using structural equation modelling (SEM) and showed that the imposition of the confirmatory factor analysis (CFA) was achieved more than a critical value of .50 which meant that the construct was valid and reliable. The understanding on teachers’ performance was indicated by teachers’ activities in preparing their class. This study found that there was no significant correlation between teachers’ performance and teaching experience or that and gender.

scholarly journals Educator Evaluation Policy that Incorporates EVAAS Value-Added Measures: Undermined Intentions and Exacerbated Inequities

2015 ◽  
Vol 23 ◽  
pp. 76 ◽  
Author(s):  
Kimberly Kappler Hewitt
Keyword(s):  
Effective Teachers ◽  
Value Added ◽  
The United States ◽  
Teacher Evaluations ◽  
Student Growth ◽  
Unintended Effects ◽  
Educator Evaluation ◽  
Perceived Effects ◽  
Negative Perceptions ◽  
Student Growth Measures

In the United States, policies in forty states and D.C. incorporate student growth measures – estimates of student progress attributed to educators – into educator evaluation. The federal government positions such policies as levers for ensuring that more students are taught by effective teachers and that effective educators are more equitably distributed amongst schools. Because these policies are new, little is known about how educators respond to them. Mixed methods survey data from a large, diverse district in North Carolina, a state that incorporates value-added data into teacher evaluations, indicate that substantive, unintended effects may undermine the purposes for which these policies were developed. Results indicate that educators evaluated by value-added are generally opposed to its use. Those who have previously been evaluated by value-added have significantly more negative perceptions about the fairness and accuracy of value-added, are more opposed to its use in educator evaluation, and are more likely to perceive that it will not result in more equitable distribution of good educators across schools and that educators will avoid working with certain students because of value-added. Respondents perceived effects of the use of value-added for teacher accountability that fall within five themes: 1) Educators increasingly game the system and teach to the test, 2) Teachers increasingly leave the field, 3) Some educators seek to avoid working with certain students and at certain schools, 4) Educators feel an increase in stress, pressure, and anxiety, 5) Educator collaboration is decreasing, and competition is increasing. Based on findings, the author recommends five mid-course policy corrections.

Do Low-Income Students Have Equal Access to Effective Teachers?

2021 ◽  
pp. 016237372110405
Author(s):  
Eric Isenberg ◽  
Jeffrey Max ◽  
Philip Gleason ◽  
Jonah Deutsch
Keyword(s):  
Low Income ◽  
Effective Teachers ◽  
English Language ◽  
Value Added ◽  
Low Income Students ◽  
Average Value ◽  
Geographically Dispersed ◽  
A Value ◽  
Value Added Model ◽  
Standard Deviations

We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers.

International Education, Diversity Exposure, and Cross-Cultural Engagements

2021 ◽  
pp. 959-974
Author(s):  
Juliana Mulaa Namada ◽  
Paul Katuse ◽  
Francis Wamukota Wambalaba
Keyword(s):  
Service Learning ◽  
International Education ◽  
Value Added ◽  
Cross Cultural ◽  
Business Simulation ◽  
Simulation Games ◽  
Student Centered ◽  
Global Challenge ◽  
School Learning ◽  
Diverse Cultures

The quest for mission-driven approaches in business education arises out of a deep concern for development and achievement of student centered outcomes. This chapter assesses these concerns by analyzing service leaning and practical cases. International education, diversity exposure, and cross-cultural engagements are analyzed in line with the extent of achieving service-learning outcomes. The analysis is done by examining the value added to business school learning models through these engagements. The discussions show that students and faculty benefit through critical thinking, tolerance to diverse cultures, and preparedness for global careers. The chapter ends with illustrative cases of global community service, global academic tours, business simulation games, and X-culture global challenge engagements by United States International University Africa.

scholarly journals Teacher Value Added in a Low-Income Country

2020 ◽  
Vol 12 (1) ◽  
pp. 62-96 ◽  
Author(s):  
Natalie Bau ◽  
Jishnu Das
Keyword(s):  
Public Sector ◽  
Private Sector ◽  
Content Knowledge ◽  
Low Income ◽  
Effective Teachers ◽  
Value Added ◽  
Teacher Characteristics ◽  
Income Country ◽  
Low Income Country ◽  
Using Data

Using data from Pakistan, we show that existing methods produce unbiased and reliable estimates of teacher value added (TVA) despite significant differences in context. Although effective teachers increase learning substantially, observed teacher characteristics account for less than 5 percent of the variation in TVA. The first two years of tenure and content knowledge correlate with TVA in our sample. Wages for public sector teachers do not correlate with TVA, although they do in the private sector. Finally, teachers newly entering on temporary contracts with 35 percent lower wages have similar distributions of TVA to the permanent teaching workforce. (JEL I21, J31, J41, J45, O15)

BEYOND CONVENTIONAL TRADE: TRADE OPENNESS IMPLICATIONS OF TRADE IN VALUE ADDED

2020 ◽  
pp. 1-23
Author(s):  
HALIT YANIKKAYA ◽  
ABDULLAH ALTUN
Keyword(s):  
Negative Impact ◽  
Trade Openness ◽  
Value Added ◽  
Dynamic Panel Data ◽  
Growth Effect ◽  
Panel Data Estimation ◽  
Export Shares ◽  
Value Added Measures ◽  
Data Estimation ◽  
Trade In Value Added

This study compares the impacts of gross trade openness measures with trade openness in value-added measures on economic growth for the years 1995–2014 by employing a dynamic panel data estimation. Our findings suggest that although gross trade shares promote growth, using value-added trade shares magnifies this positive effect. Compared with gross terms, estimates also imply that while exports in value-added terms have much larger growth effect, imports in value-added terms have no significant impact. We then evaluate the impacts of tariffs on growth in terms of gross trade and trade in value added separately. Although our results imply the negative growth effects of gross import tariffs, this negative impact disappears for tariffs in value-added terms. These results reaffirm that trade protectionism has potential to lower global growth through reducing exports because it is clear that export shares regardless of their measurements and disaggregation levels promote growth. Our results indicate that countries should support not only exports of final products but also exports of intermediates. However, given the necessity of imports for exports, our results do not lend any evidence to discourage overall imports.

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