Exploring Student-Teacher Interactions in Longitudinal Achievement Data. Working Paper 2008-24

Autor/inn/en	Lockwood, J. R.; McCaffrey, Daniel F.
Institution	Vanderbilt University, National Center on Performance Incentives
Titel	Exploring Student-Teacher Interactions in Longitudinal Achievement Data. Working Paper 2008-24
Quelle	(2008), (49 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classes (Groups of Students); Computation; Academic Achievement; Longitudinal Studies; Teacher Student Relationship; Teacher Effectiveness; Scores; Models; Mathematics Achievement; Mathematics Teachers; Monte Carlo Methods; Statistical Analysis; Markov Processes + Suchen Sie Ihr Suchwort? Klassengemeinschaft; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Analogiemodell; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Monte-Carlo-Methode; Statistische Analyse; Markowscher Prozess
Abstract	This paper develops a model for longitudinal student achievement data designed to estimate heterogeneity in teacher effects across students of different achievement levels. The model specifies interactions between teacher effects and students' predicted scores on a test, estimating both average effects of individual teachers and interaction terms indicating whether individual teachers are differentially effective with students of different predicted scores. Using various longitudinal data sources, we find evidence of these interactions that are of relatively consistent but modest magnitude across different contexts, accounting for about 10% of the total variation in teacher effects across all students. However, the amount that the interactions matter in practice depends on how different are the groups of students taught by different teachers. Using empirical estimates of the heterogeneity of students across teachers, we find that the interactions account for about 3%-4% of total variation in teacher effects on different classes, with somewhat larger values in middle school mathematics. Our findings suggest that ignoring these interactions is not likely to introduce appreciable bias in estimated teacher effects for most teachers in most settings. The results of this study should be of interest to policymakers concerned about the validity of value-added modeling (VAM) teacher effect estimates. Additional details on the prior distributions and MCMC results are provided in the Appendix. (Contains 3 figures, 2 tables and 5 footnotes.) (As Provided).
Anmerkungen	National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail: ncpi@vanderbilt.edu; Web site: http://www.performanceincentives.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10