Teacher Training, Teacher Quality, and Student Achievement. Working Paper 3

Teacher Training, Teacher Quality, and Student Achievement. Working Paper 3 [electronic resource] / Douglas N. Harris and Tim R. Sass.

We study the effects of various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of...

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Bibliographic Details
Online Access: Full Text (via ERIC)
Main Authors: Harris, Douglas N., Sass, Tim R. (Author)
Corporate Author: National Center for Analysis of Longitudinal Data in Education Research
Format: Electronic eBook
Language:English
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2007.
Subjects:
Teacher Effectiveness.
Academic Achievement.
Academic Aptitude.
Preservice Teacher Education.
Inservice Teacher Education.
Models.
Measures (Individuals)
Predictor Variables.
Faculty Development.
Mathematics Instruction.
Reading Instruction.
Teaching Experience.
Experienced Teachers.
Elementary School Mathematics.
Secondary School Mathematics.
Teacher Evaluation.
Elementary School Teachers.
Middle School Teachers.
Secondary School Teachers.
Elementary School Students.
High School Students.
Middle School Students.
Description
Summary:We study the effects of various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of teachers to training. We address these issues by estimating models that include detailed measures of pre-service and in-service training, a rich set of time-varying covariates, and student, teacher, and school fixed effects. Our results suggest that only two of the forms of teacher training we study influence productivity. First, content-focused teacher professional development is positively associated with productivity in middle and high school math. Second, more experienced teachers appear more effective in teaching elementary math and reading and middle school math. There is no evidence that either pre-service (undergraduate) training or the scholastic aptitude of teachers influences their ability to increase student achievement. (Contains 19 tables and 23 footnotes.)
Item Description:Availability: National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org.
Abstractor: As Provided.
Educational level discussed: Elementary Education.
Educational level discussed: Elementary Secondary Education.
Educational level discussed: Grade 1.
Educational level discussed: Grade 10.
Educational level discussed: Grade 11.
Educational level discussed: Grade 12.
Educational level discussed: Grade 2.
Educational level discussed: Grade 3.
Educational level discussed: Grade 4.
Educational level discussed: Grade 5.
Educational level discussed: Grade 6.
Educational level discussed: Grade 7.
Educational level discussed: Grade 8.
Educational level discussed: Grade 9.
Educational level discussed: High Schools.
Educational level discussed: Kindergarten.
Educational level discussed: Middle Schools.
Educational level discussed: Postsecondary Education.
Educational level discussed: Secondary Education.
Physical Description:63 pages.
Type of Computer File or Data Note:Text (Reports, Evaluative)
Preferred Citation of Described Materials Note:National Center for Analysis of Longitudinal Data in Education Research.

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