Identifying Effective Classroom Practices Using Student Achievement Data
Recent research has confirmed both the importance of teachers in producing student achievement growth and in the variability across teachers in the ability to do that. Such findings raise the stakes on our ability to identify effective teachers and teaching practices. This paper combines information from classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. We find that classroom based measures of teaching effectiveness are related in substantial ways to student achievement growth. Our results point to the promise of teacher evaluation systems that would use information from both classroom observations and student test scores to identify effective teachers. Our results also offer information on the types of practices that are most effective at raising achievement.
|Date of creation:||Mar 2010|
|Date of revision:|
|Publication status:||published as Thomas J. Kane, Eric Taylor, John Tyler and Amy Wooten (2011). “Identifying effective classroom practices using student achievement data” Journal of Human Resources, 46(3), 587-613. (2011)|
|Contact details of provider:|| Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.|
Web page: http://www.nber.org
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- Cory Koedel & Julian R. Betts, 2011.
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- Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008.
"What does certification tell us about teacher effectiveness? Evidence from New York City,"
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- Thomas J. Kane & Jonah E. Rockoff & Douglas O. Staiger, 2006. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City," NBER Working Papers 12155, National Bureau of Economic Research, Inc.
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- Hanushek, Eric, 1971. "Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro Data," American Economic Review, American Economic Association, vol. 61(2), pages 280-88, May.
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