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ERIC Number: EJ628703
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Flunking ETS: How Teaching Matters.
Wenglinsky, Harold
Education Matters, v1 n2 p75-78 Sum 2001
Discusses Educational Testing Service (ETS) findings that teachers matter most for student achievement. ETS used 1996 National Assessment of Educational Progress (NAEP) data to examine relationships between student achievement and teacher characteristics. This paper critiques the research, noting serious flaws in the study design, highlighting NAEP data weaknesses, and suggesting that such findings must be viewed skeptically. (SM)
Hoover Institution, Stanford University, Stanford, CA 94305-6010; Tel: 650-723-3373; Fax: 650-723-8626.
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress