ERIC Number: ED073089
Record Type: RIE
Publication Date: 1970-Dec
Reference Count: 0
The Value of Teachers in Teaching.
This report examined the impact of teachers and other school related factors on educational achievement in one Southern California school district. These school related factors included (a) family life, as measured by size, structure and father's occupation, (b) peer groups, (c) student's innate abilities, and (d) school itself. Protocols were gathered on 1,061 third grade students, including Stanford Achievement Test scores and information on family background from first through third grades. The following four samples were constructed for the student population: white, father's occupation manual; white, nonmanual occupation; white total; and Mexican American, manual occupation. Protocols were gathered on teachers in grades one through three, including information from questionnaires on teacher attitudes and background and scores on verbal facility tests. The results were presented statistically in five tables. Three inclusions were apparent: (a) Teaching experience and graduate education did not contribute to student achievement; (b) Different teachers and classroom composition had no effect on the achievement level of Mexican American students; (c) Differences in teachers and classrooms did effect the achievement of white students, regardless of socioeconomic status. The appendixes presented the teacher questionnaire, student information, and the characteristics of teachers and classrooms. (BRB)
Publication Type: N/A
Education Level: N/A
Sponsor: Carnegie Corp. of New York, NY.
Authoring Institution: Rand Corp., Santa Monica, CA.