Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions

Citation:

Bacher-Hicks, A., Chin, M., Hill, H., & Staiger, D. (Working Paper). Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions.
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Abstract:

Researchers have identified many characteristics of teachers and teaching that contribute to student outcomes. However, most studies investigate only a small number of these characteristics, likely underestimating the overall contribution. In this paper, we use a set of 28 teacher-level predictors drawn from multiple research traditions to explain teacher-level variation in student outcomes. These predictors collectively explain 28% of teacher-level variability in state standardized math test scores and 40% in a predictor-aligned math test. In addition, each individual predictor explains only a small, relatively unique portion of the total teacher-level variability. This first finding highlights the importance of choosing predictors and outcomes that are well aligned, and the second suggests that the phenomena underlying teacher effects is multidimensional. 

Notes:

Presented at the 2014 American Educational Research Association (AERA) annual meeting. Philadelphia, PA. 

Last updated on 09/07/2016