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ERIC Number: ED561890
Record Type: Non-Journal
Publication Date: 2015-Jan
Pages: 8
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-2215-0196
Is Teacher Experience Associated with Mathematics Achievement? Policy Brief No. 4
Sandoval-Hernández, Andrés; Jaschinski, Katrin; Fraser, Pablo; Ikoma, Sakiko
International Association for the Evaluation of Educational Achievement
There is general agreement that teacher quality provides an added value to effective education; hence, in recent years, organizations such as IEA, UNESCO, and OECD, as well as governments around the world, have shown an increased interest in areas related to teachers and teacher policy. Previous research has shown that teacher experience plays an important role in determining student achievement, particularly in the first years of teaching. In this policy brief the authors contribute to the debate on the relationship between number of years of teaching experience and student achievement by using international comparative data to address two questions: first, whether teacher experience is associated with student mathematics achievement of fourth graders; and second, how this association changes when other teacher characteristics are taken into account.
International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Association for the Evaluation of Educational Achievement; Pennsylvania State Univ., University Park. Coll. of Education.
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study