Linking Teacher Quality, Student Attendance, and Student Achievement

Autor/in	Gershenson, Seth
Titel	Linking Teacher Quality, Student Attendance, and Student Achievement
Quelle	In: Education Finance and Policy, 11 (2016) 2, S.125-149 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00180
Schlagwörter	Teacher Effectiveness; Attendance Patterns; Academic Achievement; Outcomes of Education; Longitudinal Studies; Primary Education; Elementary School Teachers; Value Added Models; Statistical Significance; Scores; Least Squares Statistics; Teacher Influence; Generalization; North Carolina + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers' potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added framework. The analysis yields two main findings: First, teachers have arguably causal, statistically significant effects on student absences that persist over time. Second, teachers who improve test scores do not necessarily improve student attendance, suggesting that effective teaching is multidimensional and teachers who are effective in one domain are not necessarily effective in others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01