| Title: |
What Can Different Measures Tell Us about the Quality of the Teacher Workforce? CALDER Research Brief No. 38 |
| Language: |
English |
| Authors: |
Ben Backes, James Cowan, Michael DeArmond, Dan Goldhaber, Roddy Theobald, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
| Source: |
National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2024. |
| Availability: |
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 |
| Peer Reviewed: |
N |
| Page Count: |
6 |
| Publication Date: |
2024 |
| Document Type: |
Reports - Research |
| Descriptors: |
Teacher Effectiveness, Teacher Competencies, Teacher Competency Testing, Value Added Models, Alternative Assessment, Student Behavior, Attendance, Progress Monitoring, Educational Benefits |
| Abstract: |
This CALDER research brief builds on pioneering research by the Measures of Effective Teaching Project (Kane et al., 2013) and Jackson (2018) to look at two measures of teacher quality-value-added measures (VAMs) for both test outcomes and non-test outcomes--and what they can tell education leaders about the teacher workforce. Both measures use a value-added framework to separate out a teacher's contributions to student outcomes from other factors, like a student's previous academic record or economic circumstances. By trying to isolate teacher contributions to student outcomes, the measures speak to the question, "would students be better off with a different teacher?" |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
ED662893 |
| Database: |
ERIC |
