@report {576916, title = {Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions}, year = {Working Paper}, note = {

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

}, 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.\ 

}, author = {Andrew Bacher-Hicks and Mark Chin and Heather Hill and Douglas Staiger} }