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Measure for Measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers’ value-added scores

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  • Pam Grossman
  • Susanna Loeb
  • Julia Cohen
  • Karen Hammerness
  • James Wyckoff
  • Donald Boyd
  • Hamilton Lankford

Abstract

Even as research has begun to document that teachers matter, there is less certainty about what attributes of teachers make the most difference in raising student achievement. Numerous studies have estimated the relationship between teachers' characteristics, such as work experience and academic performance, and their value-added to student achievement; but, few have explored whether instructional practices predict student test score gains. In this study, we ask what classroom practices, if any, differentiate teachers with high impact on student achievement in middle school English Language Arts from those with lower impact. In so doing, the study also explores to what extent value-added measures signal differences in instructional quality. Even with the small sample used in our analysis, we find consistent evidence that high value-added teachers have a different profile of instructional practices than do low value-added teachers. Teachers in the fourth (top) quartile according to value-added scores score higher than second-quartile teachers on all 16 elements of instruction that we measured, and the differences are statistically significant for a subset of practices including explicit strategy instruction.

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Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 16015.

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Date of creation: May 2010
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Publication status: published as Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers' value-added (with Pamela Grossman, Julia Cohen, and James Wyckoff). American Journal of Education, 119(3), pp. 445-470. 2013 .
Handle: RePEc:nbr:nberwo:16015

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Cited by:
  1. Susanna Loeb & Demetra Kalogrides & Tara Béteille, 2011. "Effective Schools: Teacher Hiring, Assignment, Development, and Retention," NBER Working Papers 17177, National Bureau of Economic Research, Inc.
  2. Emiliana Vegas & Alejandro Ganimian & Analia Jaimovich, 2012. "Learning from the Best : Improving Learning Through Effective Teacher Policies," World Bank Other Operational Studies 10057, The World Bank.
  3. Allison Atteberry & Susanna Loeb & James Wyckoff, 2013. "Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness," NBER Working Papers 19096, National Bureau of Economic Research, Inc.

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