There have been several references on this list to a teacher effectiveness study in Minneapolis Public Schools.Example:
<<<This district did its own study a few years ago which attributed something like 44% of test score variability to teacher efficacy, which is generally measured as years of experience with adjustments for differences in levels of educational attainment, certifications, etc.>>> I raised the issue of the "study" with David Heistad, director of research or the district. He said no such study has been done, although the existence of such a study might have been inferred from a fuzzy quote in a newspaper some time ago. I also raised with Dr. Heistad questions about long-term studies that indicate about 90 percent of longer-term achievement outcomes can be predicted by family and neighborhood variables. I asked him to provide some clarification. His response is below: ---------------------------------------------------------------- >From David Heistad, reprinted with permission ---------------------------------------------------------------- I believe that teachers do have a huge impact on student learning and the studies I reference are looking at student gain as the dependent variable. Other studies which quote very small effects for teachers and schools are looking at achievement level (which is so highly correlated with student demographics, family income and education level). The size of the achievement gap between low and high poverty groups at the beginning of Kindergarten is huge. The gap in learning rates from beginning of Kindergarten to end of Kindergarten is relatively small and teacher effects are quite large. I disagree with Doug Mann's statement that teacher effect is measured as years of experience, certification and experience. Teacher effect is the average growth in student performance from the time students start in their classroom till they leave that classroom. In fact, when I did the study of 2nd grade teachers who beat the odds the teacher effects were largely uncorrelated with education or experience. Many of the "teachers who beat the odds" were relatively less experienced (e.g. 3 to 5 years of experience). The key for me is that teacher effects can be influenced by staff development, good leadership, and good curricula whereas demographic characteristics of students and families cannot be easily changed. While I don't have a number to quote (e.g. 44%, 30% or 50), I know that the teacher's contribution to student learning is huge. Therefore the question of teacher assignment to high poverty schools is important to address. I've always been in favor of finding incentives to have our most successful teachers (not necessarily the most experienced) work in high poverty schools which have poor growth rates. -------------------------------- End of Dr. Heistad's response -------------------------------- Dennis Schapiro Linden Hills Minneapolis Board of Education _______________________________________ Minneapolis Issues Forum - A Civil City Civic Discussion - Mn E-Democracy Post messages to: [EMAIL PROTECTED] Subscribe, Unsubscribe, Digest option, and more: http://e-democracy.org/mpls
