Teacher Quality and Student Achievement. Urban Diversity Series.
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| Title: | Teacher Quality and Student Achievement. Urban Diversity Series. |
|---|---|
| Language: | English |
| Authors: | Goldhaber, Dan, Anthony, Emily, ERIC Clearinghouse on Urban Education, New York, NY. |
| Availability: | ERIC Clearinghouse on Urban Education, 525 West 120th Street, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 212-678-3443; Tel: 800-601-4868 (Toll Free); Fax: 212-678-4012; e-mail: eric-cue@columbia.edu; Web site: http://www.eric-web.tc.columbia.edu/. |
| Peer Reviewed: | N |
| Page Count: | 53 |
| Publication Date: | 2003 |
| Sponsoring Agency: | Department of Education, Washington, DC. |
| Contract Number: | ED-99-CO-0035 |
| Report Number: | UDS-115 |
| Document Type: | Information Analyses ERIC Publications |
| Descriptors: | Academic Achievement, Elementary Secondary Education, Research Methodology, Teacher Certification, Teacher Characteristics, Teacher Competencies, Teacher Effectiveness |
| Geographic Terms: | U.S.; New York |
| Abstract: | Recent research suggests that teacher quality is the most important educational input predicting student achievement. Nonetheless, many teachers are less academically skilled than college graduates in other occupations. This study explores characteristics of highly qualified teachers and the connections that exist between these attributes and student learning and achievement. The study reviews research that attempts to correlate teachers' advanced degrees, their pedagogical and content knowledge, types of certification, years of experience, and academic proficiency with student academic growth. The current demand for better teachers coincides with policy and demographic shifts that have made teaching arguably more difficult. The need to improve teacher quality comes at a time when the nation is faced with the task of replacing a generation of teachers nearing retirement age. Exacerbating the need to hire new teachers is the growing number of new students in schools. As enrollment rises, education policy initiatives such as class size reduction have increased the demand for new teachers. The paper discusses teacher skills over time and compared to college educated people in other professions. After examining labor market explanations for teachers' lower proficiency, the paper provides public policy suggestions to increase teacher quality. A primer on statistical methods is appended. (Contains 88 references.) (SM) |
| Journal Code: | RIEJAN2004 |
| Entry Date: | 2004 |
| Accession Number: | ED477271 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED477271 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Teacher Quality and Student Achievement. Urban Diversity Series. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Goldhaber%2C+Dan%22">Goldhaber, Dan</searchLink><br /><searchLink fieldCode="AR" term="%22Anthony%2C+Emily%22">Anthony, Emily</searchLink><br /><searchLink fieldCode="AR" term="%22ERIC+Clearinghouse+on+Urban+Education%2C+New+York%2C+NY%2E%22">ERIC Clearinghouse on Urban Education, New York, NY.</searchLink> – Name: Avail Label: Availability Group: Avail Data: ERIC Clearinghouse on Urban Education, 525 West 120th Street, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 212-678-3443; Tel: 800-601-4868 (Toll Free); Fax: 212-678-4012; e-mail: eric-cue@columbia.edu; Web site: http://www.eric-web.tc.columbia.edu/. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 53 – Name: DatePubCY Label: Publication Date Group: Date Data: 2003 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Department of Education, Washington, DC. – Name: NumberContract Label: Contract Number Group: NumCntrct Data: ED-99-CO-0035 – Name: NumberReport Label: Report Number Group: ID Data: UDS-115 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Information Analyses<br />ERIC Publications – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+New+York%22">U.S.; New York</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Recent research suggests that teacher quality is the most important educational input predicting student achievement. Nonetheless, many teachers are less academically skilled than college graduates in other occupations. This study explores characteristics of highly qualified teachers and the connections that exist between these attributes and student learning and achievement. The study reviews research that attempts to correlate teachers' advanced degrees, their pedagogical and content knowledge, types of certification, years of experience, and academic proficiency with student academic growth. The current demand for better teachers coincides with policy and demographic shifts that have made teaching arguably more difficult. The need to improve teacher quality comes at a time when the nation is faced with the task of replacing a generation of teachers nearing retirement age. Exacerbating the need to hire new teachers is the growing number of new students in schools. As enrollment rises, education policy initiatives such as class size reduction have increased the demand for new teachers. The paper discusses teacher skills over time and compared to college educated people in other professions. After examining labor market explanations for teachers' lower proficiency, the paper provides public policy suggestions to increase teacher quality. A primer on statistical methods is appended. (Contains 88 references.) (SM) – Name: CodeSource Label: Journal Code Group: SrcInfo Data: <searchLink fieldCode="JC" term="%22RIEJAN2004%22">RIEJAN2004</searchLink> – Name: DateEntry Label: Entry Date Group: Date Data: 2004 – Name: AN Label: Accession Number Group: ID Data: ED477271 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED477271 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 53 Subjects: – SubjectFull: Academic Achievement Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Research Methodology Type: general – SubjectFull: Teacher Certification Type: general – SubjectFull: Teacher Characteristics Type: general – SubjectFull: Teacher Competencies Type: general – SubjectFull: Teacher Effectiveness Type: general – SubjectFull: U.S.; New York Type: general Titles: – TitleFull: Teacher Quality and Student Achievement. Urban Diversity Series. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: ERIC Clearinghouse on Urban Education, New York, NY. – PersonEntity: Name: NameFull: Goldhaber, Dan – PersonEntity: Name: NameFull: Anthony, Emily IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Type: published Y: 2003 |
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