Is the Persistence of Teacher Effects in Early Grades Larger for Lower-Performing Students?

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Date
2012-05
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Journal ISSN
Volume Title
Publisher
University of Chicago Press
Abstract

We examined the persistence of teacher effects from grade to grade on lower-performing students using data from Project STAR. Teacher effects were computed as residual classroom achievement within schools. Teacher effects in one grade predicted achievement in following grades using quantile regression. Results consistently indicated that all students benefited similarly from teachers, and differential teacher effects were not evident. Overall, lower-performing students benefit as much as other students from teachers except in fourth grade, where lower-performing students benefit more. Having effective teachers in successive grades seems beneficial to lower-performing students in mathematics and reading. However, having low-effective teachers in successive grades is detrimental to all students especially in mathematics.

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Keywords
value-added assessment, academic-achievement, public-schools, quality, models, qualifications, education, education & educational research
Citation
Spyros Konstantopoulos and Min Sun. "Is the Persistence of Teacher Effects in Early Grades Larger for Lower-Performing Students?," American Journal of Education, Vol. 118, No. 3 (May 2012), pp. 309-339. DOI: 10.1086/664772