Teachers and Student Achievement in the Chicago Public High Schools. WP 2002-28. Revised

Autor/inn/en	Aaronson, Daniel; Barrow, Lisa; Sander, William
Institution	Federal Reserve Bank of Chicago
Titel	Teachers and Student Achievement in the Chicago Public High Schools. WP 2002-28. Revised
Quelle	(2003), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Academic Achievement; Mathematics Teachers; Mathematics Achievement; Teacher Characteristics; Predictor Variables; Portfolios (Background Materials); Instructional Effectiveness; Urban Schools; Data Interpretation; Statistical Data; Public Schools; High Schools; Correlation; Illinois + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Data evaluation; Datenauswertung; Public school; Öffentliche Schule; High school; Oberschule; Korrelation
Abstract	Using unique administrative data on Chicago public high school students and their teachers, we are able to estimate the importance of teachers on student mathematical achievement. We find that teachers are educationally and statistically important. To be sure, sampling variation and other measurement issues can strongly influence estimates of teacher effects, and, in some cases, account for much of the dispersion in teacher quality. Even after correcting for these problems, we find that one semester with a teacher rated two standard deviations higher in quality could add 0.3 to 0.5 grade equivalents, or 25 to 45 percent of an average school year, to a student's math score performance. Additionally, our teacher quality ratings remain relatively stable for an individual instructor over time, are reasonably impervious to controlling for non-math teachers, and do not appear to be driven by classroom sorting or selective reporting of test scores. After relating our measured teacher effects to the standard observable characteristics of the instructor, we find that traditional human capital and demographic measures, including those used for compensation purposes, explain little of the total variation in teacher quality. (Contains 11 tables, 2 figures, and 38 footnotes.) (As Provided).
Anmerkungen	Federal Reserve Bank of Chicago. 230 South LaSalle Street Chicago, IL 60604; Tel: 312-322-5322; Web site: http://www.chicagofed.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10