scholarly journals Teacher Quality and Educational Equality: Do Teachers with Higher Standards‐Based Evaluation Ratings Close Student Achievement Gaps?

2005 ◽  
Vol 106 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Geoffrey D. Borman ◽  
Steven M. Kimball
Keyword(s):  
Student Achievement ◽  
Teacher Quality ◽  
Achievement Gaps ◽  
Educational Equality

Teacher quality gaps in U.S. public schools: Trends, sources, and implications

2019 ◽  
Vol 100 (8) ◽  
pp. 14-19 ◽  
Author(s):  
Dan Goldhaber ◽  
Vanessa Quince ◽  
Roddy Theobald
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Empirical Evidence ◽  
Teacher Quality ◽  
Effective Teachers ◽  
Achievement Gaps ◽  
Disadvantaged Students ◽  
Policy Makers

Empirical evidence shows that disadvantaged students tend to have less-qualified and less-effective teachers than their more-advantaged peers. These teacher quality gaps (TQGs), which have existed for decades and across many measures of student disadvantage and teacher quality, are an important factor explaining student achievement gaps between advantaged and disadvantaged students. Research by Dan Goldhaber, Vanessa Quince, and Roddy Theobald — focusing on the sources of TQGs across different states and measures of teacher quality — suggests that policy makers should consider both the setting and the type of gap they wish to prioritize when designing policies to address TQGs.

Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns

2015 ◽  
Vol 117 (1) ◽  
pp. 1-32
Author(s):  
Ming Ming Chiu
Keyword(s):  
Student Achievement ◽  
Mathematics Achievement ◽  
Teacher Quality ◽  
Rent Seeking ◽  
Educational Resources ◽  
Educational Materials ◽  
Mathematics Test ◽  
Oecd Pisa ◽  
Family Inequality ◽  
Marginal Returns

Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population/Participants/Subjects The Organisation for Economic Cooperation and Development's Programme for International Student Assessment (OECD-PISA) selected 475,760 representative fifteen-year-olds and their principals from 18,094 schools in 65 countries. Research Design In this secondary analysis, we tested whether family or school inequalities were related to students’ mathematics test scores, and whether fewer educational resources or inefficient resources allocation mediated these relationships. Data Collection and Analysis Each student received a mathematics test. The students and their principals also received a questionnaire. World Bank economic data on each countries were merged with the OECD-PISA data. To analyze this data, we used item response models, Warm indices and multilevel analyses. Findings/Results In countries with greater family inequality (GDP Gini) or school inequalities (of educational materials or teacher quality), students had lower mathematics achievement. The results were similar in all student subsamples (high vs. low SES; high vs. low achievement). As the mediation results for each inequality differed, they suggest that these inequalities operate through different mechanisms. Family inequality and school inequality of teacher quality are linked to fewer teachers with post-secondary education and lower mathematics achievement. Meanwhile, school inequality of educational resources is linked to diminishing marginal returns and lower mathematics achievement. Conclusions/Recommendations Family inequality and school inequalities (educational materials, teacher quality) are distinct inequalities that are all linked to lower mathematics achievement, but not substantially correlated with one another. Thus, each inequality can be addressed separately. As none of the subgroups of students (not even the richest ones) benefit from any of the inequalities, disseminating the results widely can help more laypeople (especially the richest ones) recognize their mutual benefit in reducing these inequalities –or reduce their inclination to support policies that exacerbate these inequalities. As reducing family inequality can be extremely costly and politically controversial, a strategic intervention at the inequality mechanism level (e.g., increasing teacher quality in schools with few high quality teachers) might be improve mathematics achievement more effectively.

scholarly journals Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools

2018 ◽  
Vol 13 (5) ◽  
Author(s):  
Thomas James Pharis ◽  
Larry Allen ◽  
Jamie V Mahoney ◽  
Stephanie Sullivan
Keyword(s):  
Student Achievement ◽  
Teacher Quality ◽  
Professional Growth ◽  
Time Requirement ◽  
Change Initiatives ◽  
Educator Attitudes ◽  
Teacher Professional Growth ◽  
Teacher Professional ◽  
Improving Student Learning ◽  
The Impact

A focus on improving teacher quality and student achievement led many states to implement teacher effectiveness systems. The Charlotte Danielson Framework for Teaching was adapted by Kentucky as the Teacher Professional Growth and Effectiveness System (TPGES). This study examined educator viewpoints concerning the impact of TPGES on improving teacher quality and student achievement, educator attitude for implementation, time requirement, and the potential to impact teacher growth and student learning.Teacher and principal triangulated data indicated mixed viewpoints concerning the impact of TPGES implementation on improving teacher quality and improving student learning. The data did not indicate positive educator attitudes for the implementation and time requirement for TPGES. Study implications focused on five identified dispositions relevant for all educators striving to implement innovative change initiatives.

scholarly journals Hubungan Antara Kualitas Guru dengan Prestasi Belajar Siswa pada Mata Pelajaran Housekeeping

Media Wisata ◽  
2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Sri Larasati
Keyword(s):  
Student Achievement ◽  
Data Analysis ◽  
Teacher Quality ◽  
Test Data ◽  
Moment Analysis ◽  
Analysis Method ◽  
Improve Performance ◽  
Employment Practices ◽  
The Relationship

Teacher Quality is one factor that determines student achievement, the research to find out the relationship and contribution to the quality of teachers to student achievement in subjects Housekeeping. This Reseach is expected to expective to be useful for teachers to improve performance. To measure student achievement are used Pearson Product Moment analysis method. Of test data analysis can be seen that there is asignificant relationship with the teacher quality anatara student achiement, which toount (7.09423) is greater than ttable (2.021). Whereas the contribution of teacher quality on student achiement is the amount of KP 46.64% while the remaining 53.36% is determinedby other variables is one of the largest employment practices in the industry.

Impact of Online Professional Development or Teacher Quality and Student Achievement in Fifth Grade Mathematics

2012 ◽  
Vol 45 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Sheralyn Dash ◽  
Raquel Magidin de Kramer ◽  
Laura M. O’Dwyer ◽  
Jessica Masters ◽  
Michael Russell
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Quality ◽  
Online Professional Development ◽  
Fifth Grade
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