Inter-American Collaboratory on the Teaching Profession (Co-TEP)

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Language:	English
Category(ies):	Research
Topic(s) & Sub-Topic(s):	Recruitment • Entry Requirements Professional Development (PD) • Continuing Education
Country:	United States
Title:	Teacher Effectiveness Research and the Evolution of U.S. Teacher Policy
Author:	Dan Goldhaber
Summary:	Empirical research has shown that teacher quality is the largest in-school factor contributing to student achievement, but that observable teacher characteristics such as education level and certification status are poor proxies for teacher quality. This chapter describes the import of teachers for student achievement, and the extent to which the variation in teacher effectiveness is associated with the credentials that have traditionally been used to determine their employment eligibility and compensation. It goes on to discuss the prospects for policies designed to act on the differences that exist between teachers, and concludes with thoughts on possible pathways for improving teacher quality.
Reference Website:	http://gwbcenter.imgix.net/Resources/gwbi-teacher-effectiveness-research.pdf
Publishing House:	The Bush Institute
Year of Publication:	2015
Upload date:	7/21/2016

What transformation/reform does this initiative pursue?

What policy/practice has been put in place to achieve this change?

What evidence exists to demonstrate that this intervention is having the desired result?

Contributor Contact Information

Full Name:	, RIED-ITEN
Organization Name:	Organization of American States
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E-Mail:	[email protected]
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Document:	Teacher effectiveness.pdf (505 KB)
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Keywords:	Teacher quality and learning outcomes, Teacher supply/demand, Teacher effectiveness

The ITEN Teacher Policy Center is carried out with the financial support of the U.S. Permanent Mission to the OAS and the support of OREALC/UNESCO Santiago.