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ERIC Number: EJ1149577
Record Type: Journal
Publication Date: 2017-Sep
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-3737
More than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers' Instruction
Master, Benjamin; Loeb, Susanna; Wyckoff, James
Educational Evaluation and Policy Analysis, v39 n3 p429-447 Sep 2017
Evidence that teachers' short-term instructional effects persist over time and predict substantial long-run impacts on students' lives provides much of the impetus for a wide range of educational reforms focused on identifying and responding to differences in teachers' value-added to student learning. However, relatively little research has examined how the particular types of knowledge or skills that teachers impart to students contribute to their longer-term success. In this article, we investigate the persistence of teachers' value-added effects on student learning over multiple school years and across subject areas. We find that, in comparison with math teachers, English language arts (ELA) teachers' impacts on same-subject standardized achievement scores are smaller in the year of instruction, but that teacher-induced gains to ELA achievement appear to reflect more broadly applicable skills that persist in supporting student learning in the long run across disciplines. Our results highlight important variation in the quality of teacher-induced learning for long-run success, distinct from the variation across teachers in more typically measured short-term learning effects.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Middle Schools; Secondary Education; Junior High Schools; Elementary Education; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: New York (New York); Florida (Miami); Florida
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test
IES Funded: Yes
Grant or Contract Numbers: R305A060018