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Identifying Effective Classroom Practices Using Student Achievement Data

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Listed:
  • Thomas J. Kane
  • Eric S. Taylor
  • John H. Tyler
  • Amy L. Wooten

Abstract

Research continues to find large differences in student achievement gains across teachers’ classrooms. The variability in teacher effectiveness raises the stakes on identifying effective teachers and teaching practices. This paper combines data from classroom observations of teaching practices and measures of teachers’ ability to improve student achievement as one contribution to these questions. We find that observation measures of teaching effectiveness are substantively related to student achievement growth and that some observed teaching practices predict achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems.

Suggested Citation

  • Thomas J. Kane & Eric S. Taylor & John H. Tyler & Amy L. Wooten, 2011. "Identifying Effective Classroom Practices Using Student Achievement Data," Journal of Human Resources, University of Wisconsin Press, vol. 46(3), pages 587-613.
  • Handle: RePEc:uwp:jhriss:v:46:y:2011:iii:1:p:587-613
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    References listed on IDEAS

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    1. Jesse Rothstein, 2010. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," The Quarterly Journal of Economics, Oxford University Press, vol. 125(1), pages 175-214.
    2. Jonah E. Rockoff & Cecilia Speroni, 2010. "Subjective and Objective Evaluations of Teacher Effectiveness," American Economic Review, American Economic Association, vol. 100(2), pages 261-266, May.
    3. Thomas J. Kane & Douglas O. Staiger, 2008. "Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation," NBER Working Papers 14607, National Bureau of Economic Research, Inc.
    4. Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008. "What does certification tell us about teacher effectiveness? Evidence from New York City," Economics of Education Review, Elsevier, vol. 27(6), pages 615-631, December.
    5. Hanushek, Eric, 1971. "Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro Data," American Economic Review, American Economic Association, vol. 61(2), pages 280-288, May.
    6. Cory Koedel & Julian R. Betts, 2011. "Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique," Education Finance and Policy, MIT Press, vol. 6(1), pages 18-42, January.
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