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ERIC Number: ED591828
Record Type: Non-Journal
Publication Date: 2018-Jul
Pages: 46
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
High School English Language Arts Teachers and Postsecondary Outcomes for Students with and without Disabilities. Working Paper No. 199-0718-1
Theobald, Roddy; Goldhaber, Dan; Gratz, Trevor; Holden, Kristian
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
We use longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher value added and other qualifications and the high school and postsecondary outcomes of their students. We also investigate whether these relationships differ for students with and without disabilities. We find that students assigned to 10th grade ELA teachers with higher value added have better test scores, are more likely to graduate on-time, and are more likely to attend and graduate from a four-year college than observably similar students assigned to 10th grade ELA teachers with lower value added. We also find that many of these relationships vary for students with and without disabilities, as 10th grade ELA teacher value added is more positively predictive of on-time graduation and four-year college attendance for students without disabilities, but more positively predictive of two-year college attendance and employment within two years of graduation for students with disabilities. In contrast to value added, other teacher characteristics like experience, degree level, endorsement area, and licensure test scores do not consistently predict better outcomes for students with or without disabilities.
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: High Schools; Secondary Education; Postsecondary Education; Grade 10
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Identifiers - Location: Washington
IES Funded: Yes
Grant or Contract Numbers: R324A150137