ERIC Number: EJ628703
Record Type: Journal
Publication Date: 2001
Flunking ETS: How Teaching Matters.
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)
Descriptors: Academic Achievement, Elementary Secondary Education, Evaluation Methods, Research Methodology, Standardized Tests, Student Evaluation, Teacher Characteristics, Teacher Competencies, Teacher Influence
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
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress