Literaturnachweis - Detailanzeige
Autor/inn/en | Backes, Ben; Cowan, James; Goldhaber, Dan; Theobald, Roddy |
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Institution | National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research |
Titel | Teachers and Students' Postsecondary Outcomes: Testing the Predictive Power of Test and Nontest Teacher Quality Measures. Working Paper No. 270-1022 |
Quelle | (2022), (59 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Teacher Effectiveness; Measurement Techniques; Outcomes of Education; Attendance Patterns; Grades (Scholastic); School Effectiveness; Educational Quality; Teacher Competency Testing; Graduation Rate; College Attendance; Middle School Students; High School Students; Grade 10; Grade 7; Grade 8; Massachusetts Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Messtechnik; Lernleistung; Schulerfolg; Notenspiegel; Schuleffizienz; Quality of education; Bildungsqualität; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Master-Studiengang |
Abstract | We examine how different measures of teacher quality are related to students' long-run trajectories. Comparing teachers' "test-based" value-added to "nontest" value-added -- based on contributions to student absences and grades -- we find that test and nontest value-added have similar effects on the average quality of colleges that students attend. However, test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution such as attending a more selective college, while nontest measures have more explanatory power for whether students graduate from high school and enroll in college at all. (As Provided). |
Anmerkungen | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |