Making the Cut: The Effectiveness of Teacher Screening and Hiring in the Los Angeles Unified School District

Bruno, Paul; Strunk, Katharine O.

doi:10.3102/0162373719865561

Cited by 18 publications

(16 citation statements)

References 35 publications

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“…Because of vendor guidelines, these applicants would not be told they were basically ineligible for building-level interviews. To summarize, prescreeners seem to act as an extremely high hurdle in the hiring process, echoing some recent findings (Bruno & Strunk, 2019; Goldhaber et al, 2016).…”

Section: Discussionsupporting

confidence: 85%

“…Results indicated that ratings on the screening instruments were significant predictors of value-added scores in math and of teacher attrition but were not predictive of teacher absences. Similarly, Bruno and Strunk (2019) examined Los Angeles Unified School District’s new hiring sequence, which included assigning scores for eight different measures of teacher quality (e.g., writing sample, teaching of a sample lesson). They found that candidates’ screening scores were meaningfully predictive of novice teachers’ early evaluation scores and their students’ test scores in mathematics and English.…”

Section: Review Of Selected Literaturementioning

confidence: 99%

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Human Resource Professionals’ Perceptions of Music Teacher Candidate Performance on Prescreening Interview Instruments

Shaw

2019

Journal of Music Teacher Education

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The purpose of this study was to investigate human resources (HR) professionals’ perceptions of music teacher job candidate performance on prescreening interviews in five Midwestern school districts. Specifically, I explored how HR professionals viewed music teacher job candidate performance in relation to specific facets of the interviews as well as to other candidates. The primary data sources were interviews with HR professionals in charge of hiring new teachers. Participants perceived that prescreening interview instruments revealed differences between primary (grades K–6) and secondary (grades 7–12) licensure areas. Music teacher candidates’ responses appeared to mirror those of secondary candidates; they had difficulty exercising empathy and discussing individual student growth, and instead focused on policies and exhibited a program director mindset. Finally, participants exercised agency to personalize prescreening interview instruments depending on licensure type and applicant pool.

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Section: Discussionsupporting

confidence: 85%

Section: Review Of Selected Literaturementioning

confidence: 99%

Human Resource Professionals’ Perceptions of Music Teacher Candidate Performance on Prescreening Interview Instruments

Shaw

2019

Journal of Music Teacher Education

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“…Our finding of math VAM quality gaps across FRL bins suggests that schools, districts, and states should be cognizant of the ways in which they distribute teachers, particularly if schools are trying to adhere to the Endrew F. court decision to ensure equitable outcomes for SWDs. Existing literature shows that our case is not unique; schools tend to assign novice or less-effective teachers to classes with larger proportions of low-performing students (e.g., Bruno & Strunk, 2019;Kalogrides & Loeb, 2013;Lankford et al, 2002).…”

Section: Discussion and Policy Implicationsmentioning

confidence: 97%

“…For teachers hired/rehired SY2014–2015, we have composite hiring scores based on application information (e.g., licensure, grade point averages), professional references, writing samples, interviews, and sample lesson demonstrations. Details can be found in Online Appendix C and Bruno and Strunk (2019). All hiring scores are standardized by year.…”

Section: Datamentioning

confidence: 99%

Teacher Quality Gaps by Disability and Socioeconomic Status: Evidence From Los Angeles

Lai

Wood

Imberman

et al. 2020

Educational Researcher

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Although most students with disabilities (SWDs) receive instruction from general education teachers, little empirical work has investigated whether these students have suitable access to high-quality teachers. We explore the differences in teacher quality experienced by SWDs and students without disabilities (non-SWDs) in the Los Angeles Unified School District, examining how access varies within schools as well as across school-level disadvantage rates. We leverage several different indicators of teacher effectiveness for general education teachers who instruct both SWDs and non-SWDs. We find that SWDs are significantly more likely to have teachers with lower math value-added (–0.024 standard deviations) than their non-SWD peers, and we find emerging gaps in teacher evaluation scores and exposure to novice teachers. In general, these gaps do not vary by school-level disadvantage.

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“…Любопытным представляется также повышенное внимание, которое уделяют за рубежом процессу рекрутинга молодых учителей в школы. В ряде работ об отборе кандидатов на учительские должности содержатся конкретные рекомендации по его организации [18,19].…”

Section: обзор литературыunclassified

Employment of Graduates of Pedagogical Universities: Statistics vs Mythology

Нуриева

Киселев

2020

Obraz. nauka

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Introduction. Today, one of the most debatable issues currently discussed in the professional community is the problem of the effectiveness of teacher education system. A significant number of the leaders of the educational sector and the expert community are convinced that teacher training system has long ceased to meet the challenges of the time and needs to be reorganised. The most radical position was declared at the Higher School of Economics: “To stop the degradation of education, it is necessary to include all pedagogical institutions of higher education into the composition of classical universities, as it is done in most Anglo-Saxon countries”. The underlying claims to the pedagogical system are the significant extent to which graduates of pedagogical institutions avoid working in their specialty, as well as the overproduction of pedagogical specialists in the absence of need for them. Meanwhile, instead of substantiated quantitative estimates of these phenomena in the literature, we will find only approximate figures calculated on limited statistics obtained by experts. The aim of the present research is to review the results of employment of graduates of higher education institutions trained in teacher specialties, relying on a new information base – federal statistical observation form No. ОО-1 “Information about the organisation providing training for educational programmes of primary general, basic general, secondary general education”, and the assessment of the effectiveness of teacher education system based on a quantitative approach. Methodology and research methods. The methodological framework of the research is based on the systematic approach in which general scientific (comparative, retrospective analysis, systematization, generalisation) and statistical research methods (statistical and correlation analysis, etc.) were employed. Results and scientific novelty. In the current research, it is proved that the allegations of low efficiency of the system of teacher education are untenable. In assessing the profile employment of graduates, the market for pedagogical labour is limited by experts to job vacancies in secondary schools, while institutions of pre-school, additional, special correctional, as well as secondary and higher professional education fall out of sight. Moreover, graduates of all pedagogical specialties (educators, masters of vocational training, speech therapists, psychologists, additional education teachers, etc.), as well as extramural graduates, are mistakenly included in the number of young specialists – teachers. As a result, the actual amount of teacher training is unjustifiably overstated. A comparison of overstated training with an understated number of jobs inevitably leads to erroneous estimates of the effectiveness of the training system. In addition, it was established that the admission to schools of young teachers of higher qualification is 25–30% higher than the actual graduation of students of teaching specialties of the full-time department of universities, which would be impossible if the graduate employment profile was low. This excess is explained by the minimisation of the volume of teacher training to a critical level and the growing recruitment to teacher positions of non-specialists teachers, which is caused by errors in planning of determining the benchmarks for enrollment to study at universities. Practical significance. The authors believe that this article will allow to clarify approaches to assessing the effectiveness of teacher education system and adjust the control figures for university admission in the field of “Education and Pedagogical Sciences” in accordance with the current personnel supply and demand.

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Making the Cut: The Effectiveness of Teacher Screening and Hiring in the Los Angeles Unified School District

Cited by 18 publications

References 35 publications

Human Resource Professionals’ Perceptions of Music Teacher Candidate Performance on Prescreening Interview Instruments

Human Resource Professionals’ Perceptions of Music Teacher Candidate Performance on Prescreening Interview Instruments

Teacher Quality Gaps by Disability and Socioeconomic Status: Evidence From Los Angeles

Employment of Graduates of Pedagogical Universities: Statistics vs Mythology

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