Research |
Do teachers matter? Measuring the variation in teacher effectiveness in England
Authors: Helen Slater, HM Treasury; Neil Davies, Department of Social Medicine, University of Bristol; Simon Burgess, CMPO, University of Bristol; January 2009 Centre for Market and Public Organisation, Working Paper No. 09/212
Abstract: Using a unique primary dataset for the UK, we estimate the effect of individual teachers on student outcomes, and the variability in teacher quality. This links over 7000 pupils to the individual teachers who taught them, in each of their compulsory subjects in the high-stakes exams at age 16. We use point-in-time fixed effects and prior attainment to control for pupil heterogeneity. We find considerable variability in teacher effectiveness, a little higher than the estimates found in the few US studies. We also corroborate recent findings that observed teachers’ characteristics explain very little of the differences in estimated effectiveness.
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Education News |
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Promote practical education; diversify work culture for a better India: Modi
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Union HRD minister urged to increase chances for IIT aspirants
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Video
Special ed success stories start with the basics Shakespeare comes in many different forms at the Patrick O'Hearn School. While one child reads it with his eyes, another does so with fingers. One student interprets it with a drawing, another performs a skit. There is no uniform way to learn, and there is no single benchmark for success. But most children do succeed at this Dorchester elementary school. The philosophy is simple: "Wherever you are, we take you higher," says Principal Bill Henderson. At O'Hearn, close to one-third of students are on a special ed plan, and half are identified as low-income. Students with autism, down syndrome, cerebral palsy and significant development delays are in the same class as their non-disabled peers. Test scores are among the highest in the city, and the school is held up as a model by educators and advocates. Watch this video here.
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