How Large Are Teacher Effects?

2004 ◽  
Vol 26 (3) ◽  
pp. 237-257 ◽  
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.

scholarly journals Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Svenja Hammerstein ◽  
Christoph König ◽  
Thomas Dreisörner ◽  
Andreas Frey
Keyword(s):  
Student Achievement ◽  
Low Socioeconomic Status ◽  
Evidence Based ◽  
Negative Effects ◽  
School Closures ◽  
Low Socioeconomic ◽  
Primary And Secondary Education ◽  
Negative Effect ◽  
The Impact ◽  
Future School

The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in primary and secondary education. Results indicate a negative effect of school closures on student achievement, specifically in younger students and students from families with low socioeconomic status. Moreover, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for national educational policies when facing future school closures.

scholarly journals Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools

2021 ◽  
Author(s):  
◽  
Elizabeth Harrison
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
New Zealand ◽  
Mathematics Achievement ◽  
Primary School ◽  
Low Socioeconomic Status ◽  
Complex Nature ◽  
Opportunities To Learn ◽  
Collective Case Study

<p>Existing research consistently identifies large differences in mathematics achievement between students from high and low socioeconomic status backgrounds. The link between socioeconomic status and student achievement has been repeatedly acknowledged throughout the literature, but reasons for this link are not yet fully understood. This study builds on existing international research, which identifies a large number of potential key influences for the disparity in mathematics achievement. The aim of this study was to identify which of the potentially key influences were possibly influencing student mathematics achievement in a high and a low decile New Zealand primary school, thereby suggesting ways to improve student mathematics achievement in the low decile school.  Often, changes within education, including in many intervention programmes, are generic, made without identifying the specific needs of an individual school and its students. The tools developed during this research were designed to be used in schools, allowing evidence-based needs to be identified, and any changes made to be targeted at the specific needs of the school and its students.  This research was conceived within a qualitative paradigm, and followed a collective case study design, focusing on two case schools, a high decile school (Pīwakawaka School), and a low decile school (Whio School). Data were collected through classroom observations, archival records, interviews, questionnaires, and physical artefacts, using tools specifically designed for this study. The data were analysed using grounded theory, allowing theories to emerge from the data.  The data collected from each school were compared and two theories emerged. The first theory is that students in the high decile school appeared to be doing a greater amount of mathematics than students in the low decile school. The second theory is that students in the high decile school appeared to have more opportunities to learn new mathematics than students in the low decile school. Additionally, the findings suggested that, due to the complex nature of teaching, there was more than one key influence on student mathematics achievement contributing to each of these emergent theories.  This research suggests that teachers at Whio School may be able to improve student achievement in mathematics by increasing both the amount of mathematics students interact with and the number of opportunities to learn new mathematics their students receive.</p>

scholarly journals Effects of COVID-19-Related School Closures on Student Achievement—A Systematic Review

2021 ◽  
Author(s):  
Svenja Hammerstein ◽  
Christoph König ◽  
Thomas Dreisoerner ◽  
Andreas Frey
Keyword(s):  
Student Achievement ◽  
Low Socioeconomic Status ◽  
Evidence Based ◽  
Negative Effects ◽  
School Closures ◽  
Low Socioeconomic ◽  
Negative Effect ◽  
K 12 ◽  
The Impact ◽  
Future School

The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging in the literature. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in K–12. The findings indicate a considerably negative effect of school closures on student achievement specifically in younger students and students from families with low socioeconomic status. At the same time, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for future national educational policies when facing future school closures.

scholarly journals Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools

2021 ◽  
Author(s):  
◽  
Elizabeth Harrison
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
New Zealand ◽  
Mathematics Achievement ◽  
Primary School ◽  
Low Socioeconomic Status ◽  
Complex Nature ◽  
Opportunities To Learn ◽  
Collective Case Study

<p>Existing research consistently identifies large differences in mathematics achievement between students from high and low socioeconomic status backgrounds. The link between socioeconomic status and student achievement has been repeatedly acknowledged throughout the literature, but reasons for this link are not yet fully understood. This study builds on existing international research, which identifies a large number of potential key influences for the disparity in mathematics achievement. The aim of this study was to identify which of the potentially key influences were possibly influencing student mathematics achievement in a high and a low decile New Zealand primary school, thereby suggesting ways to improve student mathematics achievement in the low decile school.  Often, changes within education, including in many intervention programmes, are generic, made without identifying the specific needs of an individual school and its students. The tools developed during this research were designed to be used in schools, allowing evidence-based needs to be identified, and any changes made to be targeted at the specific needs of the school and its students.  This research was conceived within a qualitative paradigm, and followed a collective case study design, focusing on two case schools, a high decile school (Pīwakawaka School), and a low decile school (Whio School). Data were collected through classroom observations, archival records, interviews, questionnaires, and physical artefacts, using tools specifically designed for this study. The data were analysed using grounded theory, allowing theories to emerge from the data.  The data collected from each school were compared and two theories emerged. The first theory is that students in the high decile school appeared to be doing a greater amount of mathematics than students in the low decile school. The second theory is that students in the high decile school appeared to have more opportunities to learn new mathematics than students in the low decile school. Additionally, the findings suggested that, due to the complex nature of teaching, there was more than one key influence on student mathematics achievement contributing to each of these emergent theories.  This research suggests that teachers at Whio School may be able to improve student achievement in mathematics by increasing both the amount of mathematics students interact with and the number of opportunities to learn new mathematics their students receive.</p>

Teacher Effects, Value-Added Models, and Accountability

2014 ◽  
Vol 116 (1) ◽  
pp. 1-21 ◽  
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.

Gender, Socioeconomic Status, and Mathematics Achievement by Xhosa Children

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 771-778 ◽  
Author(s):  
Varghese I. Cherian
Keyword(s):  
South Africa ◽  
Socioeconomic Status ◽  
Mathematics Achievement ◽  
Low Socioeconomic Status ◽  
Mathematical Achievement ◽  
Criterion Measure ◽  
Low Socioeconomic ◽  
External Examination ◽  
And Mathematics ◽  
Status Differences

This study investigated gender and socioeconomic status differences in mathematics achievement of 1021 Xhosa children (369 boys and 652 girls) whose ages ranged from 13 to 17 yr. ( M age, 15.6 yr.). They were chosen at random from the Standard 7 population of Transkei, South Africa. Their marks on the Standard 7 External Examination in mathematics was the criterion measure. A two-way analysis of variance indicated that mathematical achievement of girls was significantly higher than that of boys of low socioeconomic status whereas at middle and high socioeconomic status mathematics achievement of boys was significantly higher than that of the girls.

How Do Technology Application and Equity Impact Student Achievement?

2013 ◽  
pp. 177-190
Author(s):  
Tak Cheung Chan
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
Low Socioeconomic Status ◽  
Technology Proficiency ◽  
Access Technology ◽  
Low Socioeconomic ◽  
Technology Application ◽  
Student Socioeconomic Status ◽  
And Mathematics ◽  
Impact Of Technology

This study examines the impact of technology application on student achievement in the state of Georgia. Technology application includes elements such as technology access, technology integration, and teacher technology proficiency. Student achievement refers to students’ standardized test scores in language, social studies, sciences, and mathematics in elementary, middle, and high schools. Results of Multiple Regression analysis yielded significant percentages of variance in student achievement that was attributable to Internet connected computer access. Another purpose of the study was to investigate the equity issues of school technology. School levels and student socioeconomic status were used as independent variables to determine if significant differences in technology application existed among the school levels and the socioeconomic status categories. Results of Analysis of Variance indicated that students of low socioeconomic status had far less opportunities to access Internet connected computers than students of high socioeconomic status. The level of technology application increased as students moved up the school level.

Pengaruh Persepsi tentang Kompetensi Pedagogik Guru dan Kebiasaan Belajar Siswa terhadap Prestasi Belajar Matematika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Lambok Simamora
Keyword(s):  
Student Achievement ◽  
Mathematics Achievement ◽  
Correlation Coefficient ◽  
Student Perception ◽  
Coefficient Of Determination ◽  
Independent Variables ◽  
Learning Mathematics ◽  
Pedagogical Competence ◽  
Teachers And Students ◽  
Two Independent Variables

<p>The general objective of this research is to find and analyze empirically the <br />influence of students' perceptions of pedagogical competence of teachers and learning habits of students together to learn mathematics achievement. Influence student perception of pedagogical competence of teachers to learn mathematics achievement and learning habits influence students to learn mathematics achievement. The research design used by the three variable regression technique which consists of two independent variables, namely the perception of students about the pedagogical competence of teachers and students' learning habits and the dependent variable, namely the achievement <br />of learning Mathematics. The resulting regression equation Y = -207 + 1.37 X1 + 1.54 X2 with a correlation coefficient of 0.919 and a coefficient of determination 0.844 or 84.4%. It can be interpreted that the higher the students 'perceptions of teachers' pedagogical competence the better the learning achievement of the higher math and study habits, the higher the student achievement of learning Mathematics. <br /> <br /><br /></p>

Teacher Effects in Early Grades: Evidence from a Randomized Study

2011 ◽  
Vol 113 (7) ◽  
pp. 1541-1565 ◽  
Author(s):  
Spyros Konstantopoulos
Keyword(s):  
Student Achievement ◽  
Mathematics Achievement ◽  
Research Question ◽  
Third Grade ◽  
Quality Data ◽  
High Quality ◽  
Teacher Effects ◽  
Early Grades ◽  
And Mathematics ◽  
Reading And Mathematics

Background/Context One important question to educational research is whether teachers can influence student achievement over time. This question is related to the durability of teacher effects on student achievement in successive grades. The research evidence about teacher effects on student achievement has been somewhat mixed. Some education production function studies seem to suggest that the effects of observed teacher characteristics on student achievement are negligible, while others suggest that they are considerable (Greenwald, Hedges, & Laine, 1996; Hanushek, 1986). Other studies have consistently documented that teachers differ substantially in their effectiveness measured as between-classroom variation in achievement adjusted by student background (Hanushek, 1986; Nye et al., 2004; Rivkin et al., 2005). Thus far, there is no evidence about the persistence of teacher effects in early grades using high quality data from a randomized experiment. Purpose/Objective/Research Question/Focus of Study This study examines the enduring benefits of teacher effects on student achievement in early elementary grades using high quality experimental data from Project STAR. I am interested in determining the persistence of teacher effects in early grades and whether teacher effects remain strong predictors of student achievement or fade over a four-year period for kindergarten through third grade. Research Design I computed teacher effects as classroom-specific random effects and then I used them as predictors of student achievement in subsequent years. I also examined whether teacher effects persisted through third grade. Multilevel models were used to conduct the analysis. The results suggest that overall teacher effects in early grades are evident through third grade in reading and mathematics achievement. Findings/Results The findings support the idea that teachers do matter and significantly affect reading and mathematics achievement not only in the current or the following year, but in subsequent years as well. However, the results also show that teacher effects estimates in previous grades are smaller than estimates in later grades. The teacher effects are more pronounced in reading. Conclusions Students who receive effective teachers at the 85th percentile of the teacher effectiveness distribution in three consecutive grades kindergarten through second grade would experience achievement increases of about one-third of a SD in reading in third grade. These effects are considerable and comparable to achievement increases caused by cumulative effects of small classes in early grades. Such effects in education are important and are nearly one-third of a year's growth in achievement (Hill, Bloom, Black, & Lipsey, 2008).

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