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ERIC Number: ED511765
Record Type: Non-Journal
Publication Date: 2010-May
Pages: 50
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: N/A
Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers' Value-Added Scores. Working Paper 45
Grossman, Pamela L.; Loeb, Susanna; Cohen, Julia; Hammerness, Karen; Wyckoff, James H.; Boyd, Donald J.; Lankford, Hamilton
National Center for Analysis of Longitudinal Data in Education Research
Even as research documents that teachers matter, there is less certainty about the attributes of teachers that make the most difference in raising student achievement. Many studies have estimated the relationship between teachers' characteristics (i.e., experience and academic performance) and their value-added to student achievement. Few have explored whether instructional practices predict student test score gains. In this study, the authors ask what classroom practices, if any, differentiate teachers with high impact on student achievement in middle school English Language Arts from those with lower impact. The study further explores the extent to which value-added measures signal differences in instructional quality. Even with the small sample used in the analysis, the authors find evidence that high value-added teachers have a different profile of instructional practices than do low value-added teachers. Teachers in the top quartile as measured by value-added scores score higher than second-quartile teachers on all 16 elements of instruction that were measured. The differences are statistically significant for a subset of practices including explicit strategy instruction. (Contains 4 footnotes, 6 figures, and 5 tables.)
National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Publication Type: Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Identifiers - Location: New York
IES Funded: Yes
Grant or Contract Numbers: R305A060067