Is the persistence of teacher effects in early grades larger for lower-performing students?

Autor/inn/en	Konstantopoulos, Spyros; Sun, Min
Titel	Is the persistence of teacher effects in early grades larger for lower-performing students?
Quelle	Bonn: IZA (2011), 48 S., 322,16 KB PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit. 5974
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
Schlagwörter	Bildungsniveau; Kind; Geschlecht; Personalbeurteilung; Arbeitspapier; Ethnische Gruppe; USA
Abstract	We examined the persistence of teacher effects from grade to grade on lower-performing students using high-quality experimental data from Project STAR, where students and teachers were assigned randomly to classrooms of different sizes. The data included information about mathematics and reading scores and student demographics such as gender, race, and SES. Teacher effects were computed as residual classroom achievement within schools and within grades. Then, teacher effects were used as predictors of achievement in following grades and quantile regression was used to estimate their persistence. Results consistently indicated that all students benefited similarly from teachers. Overall, systematic differential teacher effects were not observed and it appears that lower-performing students benefit as much as other students from teachers. In fourth grade there was some evidence that lower-performing students benefit more from effective teachers. Results from longitudinal analyses suggested that having effective teachers in successive grades is beneficial to all students and to lower-performing students in particular in mathematics. However, having low-effective teachers in successive grades is detrimental to all students and to lower-performing students in particular in reading.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2012/2