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ERIC Number: ED477466
Record Type: RIE
Publication Date: 2002-Nov
Pages: 43
Abstractor: N/A
What Large-Scale, Survey Research Tells Us about Teacher Effects on Student Achievement: Insights from the "Prospects" Study of Elementary Schools. CPRE Research Report Series.
Rowan, Brian; Correnti, Richard; Miller, Robert J.
This report is about the conceptual and methodological issues that arise when educational researchers use data from large-scale survey research studies to investigate teacher effects on student achievement. The report illustrates these issues by reporting on a series of analyses of data from "Prospects: The Congressionally Mandated Study of Educational Opportunity." This large-scale survey effort gathered data on instructional processes and student achievement in a large sample of U.S. elementary schools in the early 1990s as part of the federal government's evaluation of Title I programs. Data from "Prospects" was used to estimate the overall size of teacher effects on student achievement and to analyze why such effects occur.These studies and other literature have examined a variety of hypotheses about the effects of teachers' professional expertise, students' curricular opportunities, and classroom interaction patterns on students' achievement. Decades of research suggests that each of these factors can have effects on student achievement, but research also suggests that such effects are usually small and often inconsistent across grade levels, types of students, and academic subjects. "Prospects" data are used to assess the size and consistency of these effects. Lessons from the analyses are outlined, and suggestions are made for the improvement of large-scale survey research. (Contains 32 endnotes and 64 references.) (SLD)
CPRE Publications, Graduate School of Education, University of Pennsylvania, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.; National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.
Note: Additional support from Atlantic Philanthropies.