Assessing the Potential of Using Value-Added Estimates of Teacher Job Performance for Making Tenure Decisions. Working Paper 31

Autor/inn/en	Goldhaber, Dan; Hansen, Michael
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	Assessing the Potential of Using Value-Added Estimates of Teacher Job Performance for Making Tenure Decisions. Working Paper 31
Quelle	(2010), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Tenure; Job Performance; Teacher Influence; Teacher Competencies; Outcomes of Education; Reading Achievement; Mathematics Achievement; Computation; Beginning Teachers; Correlation; African American Students; Minority Groups; Hispanic American Students; Parent Influence; Educational Attainment; Teacher Certification; Teaching Experience; North Carolina + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Amtszeit; Beschäftigungsdauer; Work performance; Arbeitsleistung; Lehrkunst; Lernleistung; Schulerfolg; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Junior teacher; Junglehrer; Korrelation; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ethnische Minderheit; Hispanic; Hispanic Americans; Hispanoamerikaner; Bildungsabschluss; Bildungsgut
Abstract	Reforming teacher tenure is an idea that appears to be gaining traction with the underlying assumption being that one can infer to a reasonable degree how well a teacher will perform over her career based on estimates of her early-career effectiveness. Here we explore the potential for using value-added models to estimate performance and inform tenure decisions. We find little evidence that the variation of teacher effects change over teacher careers, but strong evidence that prior year estimates of job performance predict student achievement, even when there is a multi-year lag between the two. (Contains 46 footnotes, 5 tables and 7 figures.) (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10