Teachers and Students' Postsecondary Outcomes: Testing the Predictive Power of Test and Nontest Teacher Quality Measures. Working Paper No. 270-1022

Autor/inn/en	Backes, Ben; Cowan, James; Goldhaber, Dan; Theobald, Roddy
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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