scholarly journals Student Performance on End of Year State Assessments and Correlation to Teacher’s Worth

2020 ◽  
Vol 4 (2) ◽  
pp. p139
Author(s):  
Kanequa Dismuke Willis
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Teacher Turnover ◽  
Value Added ◽  
Incentive Pay ◽  
State Assessments ◽  
Turnover Rates ◽  
Teachers And Students ◽  
High Test

This study explored how accountability over the years has shifted with attention mainly focusing how well students are performing on their end of the year assessments and how that determines a teacher’s worth. Through these assessments, the teachers are being told of their worth if a student meets their goal or being told of their ineffectiveness when the teachers and students fail to measure up. Teachers were considered to have value-added as an educator when their students attained their goals. Other educators faced dismissal or reassignment when their students did not meet their goals. The focus is placed upon the educator and the educator’s career is heavily impacted by low test scores and even the high test scores. With teacher value being associated with test scores, other problems came to the surface of the research. High teacher turnover rates, discourse amongst peers when scores were being compared or incentive pay being offered, and educators becoming teachers that teach to the test. The goal was determine how educators and those studying this new shift felt and reacted.

The Gender-bias Effect of Test Scoring and Framing: A Concern for Personnel Selection and College Admission

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Maria Paz Espinosa ◽  
Javier Gardeazabal
Keyword(s):  
Gender Differences ◽  
Student Performance ◽  
Gender Bias ◽  
Personnel Selection ◽  
Test Scores ◽  
College Admission ◽  
Bias Effect ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Correction For Guessing

AbstractThis paper analyzes gender differences in student performance in Multiple-Choice Tests (MCT). We report evidence from a field experiment suggesting that, when MCT use a correction for guessing formula to obtain test scores, on average women tend to omit more items, get less correct answers and lower grades than men. We find that the gender difference in average test scores is concentrated at the upper tail of the distribution of scores. In addition, gender differences strongly depend on the framing of the scoring rule.

Paying for Whose Performance? Teacher Incentive Pay and the Black–White Test Score Gap

2021 ◽  
pp. 016237372110014
Author(s):  
Andrew J. Hill ◽  
Daniel B. Jones
Keyword(s):  
Test Scores ◽  
Test Score ◽  
Performance Pay ◽  
Incentive Pay ◽  
Difference In Differences ◽  
Teacher Incentives ◽  
Test Score Gap ◽  
Before And After ◽  
White Test ◽  
Matched Data

Teacher performance pay is often introduced with the goal of reducing gaps in test scores across groups, yet little is known about how well they achieve this aim. We ask, “Do test score-based teacher incentives impact the Black–White test score gap?” Using student–teacher matched data and a difference-in-differences approach in which the performance of a teacher’s students before and after the policy is compared, we find that performance pay increases the conditional Black–White gap. The effect is particularly evident when bonuses are large, consistent with a causal response to performance pay.

scholarly journals How do Test Scores at the Ceiling Affect Value-Added Estimates?

2018 ◽  
Vol 5 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Alexandra Resch ◽  
Eric Isenberg
Keyword(s):  
Test Scores ◽  
Value Added

scholarly journals Measurement Matters: Perspectives on Education Policy from an Economist and School Board Member

2010 ◽  
Vol 24 (3) ◽  
pp. 167-182 ◽  
Author(s):  
Kevin Lang
Keyword(s):  
No Child Left Behind ◽  
Test Scores ◽  
Value Added ◽  
Left Behind ◽  
Education Community ◽  
Enormous Amount ◽  
School Board Member ◽  
Value Added Measures ◽  
Nclb Act ◽  
Summary Data

One of the potential strengths of the No Child Left Behind (NCLB) Act enacted in 2002 is that the law requires the production of an enormous amount of data, particularly from tests, which, if used properly, might help us improve education. As an economist and as someone who served 13 years on the School Committee1 in Brookline Massachusetts, until May 2009, I have been appalled by the limited ability of districts to analyze these data; I have been equally appalled by the cavalier manner in which economists use test scores and related measures in their analyses. The summary data currently provided are very hard to interpret, and policymakers, who typically lack statistical sophistication, cannot easily use them to assess progress. In some domains, most notably the use of average test scores to evaluate teachers or schools, the education community is aware of the biases and has sought better measures. The economics and statistics communities have both responded to and created this demand by developing value-added measures that carry a scientific aura. However, economists have largely failed to recognize many of the problems with such measures. These problems are sufficiently important that they should preclude any automatic link between these measures and rewards or sanctions. They do, however, contain information and can be used as a catalyst for more careful evaluation of teachers and schools, and as a lever to induce principals and other administrators to act on their knowledge.

scholarly journals High test scores attained by subaverage minds.

1920 ◽  
Vol 17 (1) ◽  
pp. 1-5 ◽  
Author(s):  
S. C. Kohs
Keyword(s):  
Test Scores ◽  
High Test

Analysis of Teacher-Student Interactions in the Piano Lessons of Adults and Children

1997 ◽  
Vol 45 (1) ◽  
pp. 6-20 ◽  
Author(s):  
Dennis J. Siebenaler
Keyword(s):  
Effective Teaching ◽  
Student Performance ◽  
Student Behavior ◽  
Teaching Effectiveness ◽  
Teacher Behavior ◽  
Student Interactions ◽  
Teacher Student ◽  
Piano Teachers ◽  
Teachers And Students ◽  
Adults And Children

The purpose of this investigation was to identify and describe the characteristics of effective teaching in the piano studio. Thirteen piano teachers were videotaped with one adult student and one child student during three consecutive lessons each. An 8- to 12-minute segment showing work on a piece in progress was excerpted from each of the 78 lessons. Computerized observation procedures, designed specifically for this and related research, were used to record and analyze teacher behavior, student behavior, and lesson progress. Ten representative excerpts were evaluated by five expert piano pedagogues, who rated the teaching effectiveness observed in each. The expert pedagogues were generally reliable in identifying ineffective teaching, but were less reliable in assessing effective teaching. Correlational analyses were used to identify the lesson characteristics associated with effective and ineffective ratings. Relatively active teachers were ranked higher than were inactive teachers. Active teachers provided more modeling and gave more feedback. Student performance episodes generally were shorter among the more active teachers, and students of the more active teachers tended to perform mare successfully. The duration and pace of behavior episodes were important variables in discriminating among levels of instructional quality, with shorter episodes and, thus, faster pace associated with more effective teaching.

Taking care of ourselves and others

2017 ◽  
Vol 98 (6) ◽  
pp. 25-30
Author(s):  
Lori Nazareno ◽  
Alysia Krafel
Keyword(s):  
Learning Environments ◽  
Charter School ◽  
Test Scores ◽  
Mindfulness Practices ◽  
A Priority ◽  
And Behavior ◽  
High Test ◽  
Taking Care

Not all schools are obsessed with ensuring high test scores for students. Some schools have designed themselves around a priority of creating safe, empathetic learning environments. The Chrysalis Charter School in Palo Cedro, Calif., has a mission of developing a culture of kindness. The Minnesota New Country School in Henderson, Minn., has embraced mindfulness practices as a strategy for defusing the emphasis on competition and helping students tune into their own learning and behavior.

scholarly journals Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates

2014 ◽  
Vol 104 (9) ◽  
pp. 2593-2632 ◽  
Author(s):  
Raj Chetty ◽  
John N. Friedman ◽  
Jonah E. Rockoff
Keyword(s):  
Student Achievement ◽  
School District ◽  
Experimental Design ◽  
Test Scores ◽  
Value Added ◽  
Good Measure ◽  
Teaching Staff ◽  
Quasi Experimental ◽  
Unbiased Estimates ◽  
Parent Characteristics

Are teachers' impacts on students' test scores (value-added) a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachers' causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a student's prior test scores provide unbiased forecasts of teachers' impacts on student achievement. (JEL H75, I21, J24, J45)

Strategic Retention: Principal Effectiveness and Teacher Turnover in Multiple-Measure Teacher Evaluation Systems

2018 ◽  
Vol 56 (2) ◽  
pp. 514-555 ◽  
Author(s):  
Jason A. Grissom ◽  
Brendan Bartanen
Keyword(s):  
Teacher Evaluation ◽  
Teacher Turnover ◽  
Classroom Observation ◽  
Principal Effectiveness ◽  
Turnover Rates ◽  
Effective Principals ◽  
High Performing ◽  
Evaluation Systems ◽  
Multiple Measure ◽  
Teacher Evaluation Systems

Studies link principal effectiveness to lower average rates of teacher turnover. However, principals need not target retention efforts equally to all teachers. Instead, strong principals may seek to strategically influence the composition of their school’s teaching force by retaining high performers and not retaining lower performers. We investigate such strategic retention behaviors with longitudinal data from Tennessee. Using multiple measures of teacher and principal effectiveness, we document that indeed more effective principals see lower rates of teacher turnover, on average. Moreover, this lower turnover is concentrated among high-performing teachers. In contrast, turnover rates of the lowest-performing teachers, as measured by classroom observation scores, increase substantially under higher-rated principals. This pattern is more apparent in advantaged schools and schools with stable leadership.

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