How to Measure a Teacher: The Influence of Test and Nontest Value-Added on Long-Run Student Outcomes. Working Paper No. 270-0423-2

Autor/inn/en	Backes, Ben; Cowan, James; Goldhaber, Dan; Theobald, Roddy
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Titel	How to Measure a Teacher: The Influence of Test and Nontest Value-Added on Long-Run Student Outcomes. Working Paper No. 270-0423-2
Quelle	(2023), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Teacher Effectiveness; Teacher Evaluation; Outcomes of Education; Learning Trajectories; Value Added Models; Academic Achievement; Tests; College Attendance; Selective Admission; Prediction; Correlation; Evaluation Methods; Educational Theories + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Lernleistung; Schulerfolg; Schulleistung; Examination; Prüfung; Examen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Bildungsselektion; Vorhersage; Korrelation; Educational theory; Theory of education; Bildungstheorie
Abstract	This paper examines how different measures of teacher quality are related to students' long-run educational trajectories. We estimate teachers' "test-based" and "nontest" value-added (the latter based on contributions to student absences, suspensions, grade progression, and grades) and assess how these predict various student postsecondary outcomes. We find that both types of value-added have positive effects on student outcomes. Test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution, such as attending a more selective college, while nontest measures have more explanatory power for whether students enroll in college at all. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01