The Production of Education, Teacher Quality and Efficiency [electronic resource] / Eric Hanushek.
A study examined the educational process to identify teacher role in education and school efficiency in hiring teachers. The implicit educational model used by administrators is known: that a teacher's productivity is a function of experience and educational level. A conceptual model of the edu...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1970.
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| Subjects: |
MARC
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| 100 | 1 | |a Hanushek, Eric. | |
| 245 | 1 | 4 | |a The Production of Education, Teacher Quality and Efficiency |h [electronic resource] / |c Eric Hanushek. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1970. | ||
| 300 | |a 35 p. | ||
| 500 | |a ERIC Document Number: ED037396. | ||
| 500 | |a ERIC Note: Paper presented at the Bureau of Educational Personnel Development Conference, "How Do Teachers Make a Difference?" Washington, D.C. February 1970. |5 ericd. | ||
| 520 | |a A study examined the educational process to identify teacher role in education and school efficiency in hiring teachers. The implicit educational model used by administrators is known: that a teacher's productivity is a function of experience and educational level. A conceptual model of the educational process was developed which states that education output, itself a multi-dimensional factor, is a function of the cumulative background influences of the individual's family, the cumulative background influences of his peers, his innate abilities, and the cumulative school inputs. Two separate analyses of elementary school processes, based on the model, were undertaken, one relying on data from the Northeast and Great Lakes of the "Equality of Educational Opportunity" survey (713 schools) and one using a sample drawn from a California school district in 1969 (2445) students). Educational output was measured only by achievement tests. Black, white, and Mexican-American students were considered separately for part of the study. Major conclusions were that (1) teachers do generally count in education; (2) schools operate quite inefficiently by hiring teacher attributes which lead to little or no achievement gains; and (3) there appears to be considerable latitude for public policy to improve our educational system. Teacher verbal ability, recentness of education, and specific socioeconomic class experience are the best measures of teacher quality contained in the data. (JS) | ||
| 650 | 0 | 7 | |a Board of Education Policy. |2 ericd. |
| 650 | 0 | 7 | |a Disadvantaged Youth. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Socioeconomic Background. |2 ericd. |
| 650 | 0 | 7 | |a Students. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Background. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Characteristics. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Influence. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Selection. |2 ericd. |
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