The Cost-Effectiveness of Replacing the Bottom Quartile of Novice Teachers through Value-Added Teacher Assessment

Autor/inn/en	Yeh, Stuart S.; Ritter, Joseph
Titel	The Cost-Effectiveness of Replacing the Bottom Quartile of Novice Teachers through Value-Added Teacher Assessment
Quelle	In: Journal of Education Finance, 34 (2009) 4, S.426-451 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Charter Schools; Class Size; Academic Achievement; Exit Examinations; Program Effectiveness; Cost Effectiveness; Accountability; Beginning Teachers; School Choice; Comparative Analysis; Educational Change; Educational Assessment; Preschool Education; Mathematics Tests; Reading Tests; Change Strategies; Educational Finance; Resource Allocation; Elementary Secondary Education; Educational Policy; Policy Analysis; Economics; Educational Improvement; Correlation; Expenditure per Student; Educational Vouchers; Improvement Programs; Teacher Effectiveness; Faculty Mobility; Teacher Evaluation + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Klassengröße; Schulleistung; Final examination; Abschlussprüfung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Verantwortung; Junior teacher; Junglehrer; Choice of school; Schulwahl; Bildungsreform; Education; assessment; Bewertungssystem; Pre-school education; Vorschulerziehung; Lesetest; Lösungsstrategie; Bildungsfonds; Ressourcenallokation; Politics of education; Bildungspolitik; Politikfeldanalyse; Volkswirtschaftslehre; Teaching improvement; Unterrichtsentwicklung; Korrelation; Educational voucher; Bildungsgutschein; Effizienzsteigerung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung
Abstract	A cost-effectiveness analysis was conducted of Gordon, Kane, and Staiger's (2006) proposal to raise student achievement by identifying and replacing the bottom quartile of novice teachers, using value-added assessment of teacher performance. The cost effectiveness of this proposal was compared to the cost effectiveness of voucher programs, charter schools, a 10% increase in per pupil expenditure, increased educational accountability (defined as the implementation of high school exit exams), comprehensive school reform, class size reduction, high-quality preschool, and rapid assessment, where student performance in math and reading is rapidly assessed 2-5 times per week. The most cost-effective approach for raising student achievement is rapid assessment, which is approximately one magnitude (10 times) more cost effective than comprehensive school reform, two magnitudes more cost effective than class size reduction or a 10% increase in per pupil expenditure or Gordon et al.'s (2006) proposal or increased educational accountability, three magnitudes more cost effective than voucher programs or high-quality preschool, and four magnitudes more cost effective than charter schools. (Contains 2 tables and 7 endnotes.) (As Provided).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10