Teacher Quality and Student Achievement. Urban Diversity Series. [Report No.: UDS-115

Autor/inn/en	Goldhaber, Dan; Anthony, Emily
Institution	ERIC Clearinghouse on Urban Education, New York, NY.
Titel	Teacher Quality and Student Achievement. Urban Diversity Series. [Report No.: UDS-115
Quelle	(2003), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Elementary Secondary Education; Research Methodology; Teacher Certification; Teacher Characteristics; Teacher Competencies; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Schulleistung; Research method; Forschungsmethode; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
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)
Anmerkungen	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/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01