Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood

Chetty, Raj; Friedman, John N.; Rockoff, Jonah E.

doi:10.3386/w19424

Cited by 496 publications

(723 citation statements)

References 29 publications

(38 reference statements)

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“…School and district accountability are defined by their ability to raise students' achievement scores at the aggregate level and by student subpopulations (Chetty et al, 2014;Hanushek & Rivkin, 2007Ronfeldt, Loeb, & Wyckoff, 2013. This issue is compounded by the 41 percent of new teachers who typically leave teaching within the first five years (Perda, 2013).…”

Section: Background To the Problemmentioning

confidence: 99%

“…Research reveals that teachers' daily preparation, instruction, and interactions with students in the classroom are critical to yielding student achievement gains (Chetty et al, 2014;. Research asserts that any recognition and support extended to teachers by leadership would enhance teachers' intent to remain teaching (Boyd et al, 2011;Cherng & Halpin, 2016;Pogodzinski et al, 2012).…”

Section: Background To the Problemmentioning

confidence: 99%

“…There is compelling evidence that retention of quality teachers and school leaders are important to successful schools (Chetty, Friedman, & Rockoff, 2014;Clotfelter, Ladd, Vigdor, & Wheeler, 2007;Kraft, Marinell, & Yee, 2016;Pogodzinski, Youngs, Frank & Belman, 2012). Research reveals that teachers' daily preparation, instruction, and interactions with students in the classroom are critical to yielding student achievement gains (Chetty et al, 2014;.…”

Section: Background To the Problemmentioning

confidence: 99%

“…School administration and school leaders play a vital role in teachers' decisions to leave or to remain in teaching (Boyd et al, 2011;Chetty et al, 2014;. In a study of all novice teachers (n = 4,360) in New York City Public Schools, Boyd et al (2011) examined the relationship between school contextual characteristics and teacher retention.…”

Section: School-level Characteristicsmentioning

confidence: 99%

“…High-accountability state-mandated student assessments were also linked to teacher attrition (Chetty et al, 2014;Hanushek & Raymond, 2005;Rivkin et al, 2005). Moreover, the effectiveness of school districts and schools, teachers, and students is measured by test performance, and schools are sanctioned if they fail to make adequate yearly progress (AYP) (Boyd et al, 2008;Chetty et al, 2014;Hanushek & Rivkin, 2007;Ronfeldt et al, 2013).…”

Section: Classroom Characteristicsmentioning

confidence: 99%

See 4 more Smart Citations

An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

Blackman¹

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Section: Background To the Problemmentioning

confidence: 99%

Section: Background To the Problemmentioning

confidence: 99%

Section: Background To the Problemmentioning

confidence: 99%

Section: School-level Characteristicsmentioning

confidence: 99%

Section: Classroom Characteristicsmentioning

confidence: 99%

See 3 more Smart Citations

An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

Blackman¹

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Testing the validity of value‐added measures of educational progress with genetic data

Morris

Davies

Dorling

et al. 2018

British Educational Res J

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Value‐added measures of educational progress have been used by education researchers and policy‐makers to assess the performance of teachers and schools, contributing to performance‐related pay and position in school league tables. They are designed to control for all underlying differences between pupils and should therefore provide unbiased measures of school and teacher influence on pupil progress, however, their effectiveness has been questioned. We exploit genetic data from a UK birth cohort to investigate how successfully value‐added measures control for genetic differences between pupils. We use raw value‐added, contextual value‐added (which additionally controls for background characteristics) and teacher‐reported value‐added measures built from data at ages 11, 14 and 16. Sample sizes for analyses range from 4,600 to 6,518. Our findings demonstrate that genetic differences between pupils explain little variation in raw value‐added measures but explain up to 20% of the variation in contextual value‐added measures (95% CI = 6.06% to 35.71%). Value‐added measures built from teacher‐rated ability have a greater proportion of variance explained by genetic differences between pupils, with 36.3% of their cross‐sectional variation being statistically accounted for by genetics (95% CI = 22.8% to 49.8%). By contrast, a far greater proportion of variance is explained by genetic differences for raw test scores at each age of at least 47.3% (95% CI: 35.9 to 58.7). These findings provide evidence that value‐added measures of educational progress can be influenced by genetic differences between pupils, and therefore may provide a biased measure of school and teacher performance. We include a glossary of genetic terms for educational researchers interested in the use of genetic data in educational research.

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The effect of school closures on standardised student test outcomes

Maldonado

Witte

2021

British Educational Res J

257

175

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The school closures owing to the 2020 COVID-19 crisis resulted in a significant disruption of education provision leading to fears of learning losses and of an increase in educational inequality. This paper evaluates the effects of school closures based on standardised tests in the last year of primary school in Flemish schools in Belgium. The data covers a large sample of Flemish schools over a period of six years from 2015 to 2020. We find that students of the 2020 cohort experienced significant learning losses in all tested subjects, with a decrease in school averages of mathematics scores of 0.19 standard deviations and Dutch scores of 0.29 standard deviations as compared to the previous cohort. This finding holds when accounting for school characteristics, standardised tests in grade 4, and school fixed effects. Moreover, we observe that inequality within schools rises by 17% for math and 20% for Dutch. Inequality between schools rises by 7% for math and 18% for Dutch. The learning losses are correlated with observed school characteristics as schools with a more disadvantaged student population experience larger learning losses.

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Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood

Cited by 496 publications

References 29 publications

An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

An examination of individual teacher engagement and school climate characteristics that influence highly effective veteran teachers to remain teaching in low-performing schools.

Testing the validity of value‐added measures of educational progress with genetic data

The effect of school closures on standardised student test outcomes

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