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Screen Twice, Cut Once: Assessing the Predictive Validity of Teacher Selection Tools. Working Paper 120

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Title: Screen Twice, Cut Once: Assessing the Predictive Validity of Teacher Selection Tools. Working Paper 120
Language: English
Authors: Goldhaber, Dan, Grout, Cyrus, Huntington-Klein, Nick, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2014.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Peer Reviewed: N
Page Count: 74
Publication Date: 2014
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305H130030
R305A060018
R305C120008
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Teacher Selection, Predictive Validity, Selection Tools, Public Schools, Public School Teachers, Job Applicants, Academic Achievement, Teacher Attendance, Faculty Mobility, Value Added Models, Elementary Secondary Education
Geographic Terms: Washington
Abstract: Evidence suggests that teacher hiring in public schools is ad hoc and often fails to result in good selection among applicants. Some districts use structured selection instruments in the hiring process, but we know little about the efficacy of such tools. In this paper, we evaluate the ability of applicant selection tools used by the Spokane Public Schools to predict three outcomes: measures of teachers' value-added contributions to student learning, teacher absence behavior, and attrition rates. We observe all applicants to the district and are therefore able to estimate sample selection-corrected models, using random tally errors in selection instruments and differences in the quality of competition across job postings. These two factors influence the probability of being hired by Spokane Public Schools but are unrelated to measures of teacher performance. We find that the screening instruments predict teacher value added in student achievement and teacher attrition but not teacher absences. A one-standard-deviation increase in screening scores is associated with an increase of between 0.03 and 0.07 standard deviations in student achievement and a decrease in teacher attrition of 2.5 percentage points. The following are appended: (1) Tables and Figures; (2) Screening Rubrics and Generation of Applicant Data; and (3) Supplemental Descriptive and Regression Tables.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2015
Accession Number: ED560673
Database: ERIC
FullText Text:
  Availability: 0
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
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  Data: Evidence suggests that teacher hiring in public schools is ad hoc and often fails to result in good selection among applicants. Some districts use structured selection instruments in the hiring process, but we know little about the efficacy of such tools. In this paper, we evaluate the ability of applicant selection tools used by the Spokane Public Schools to predict three outcomes: measures of teachers' value-added contributions to student learning, teacher absence behavior, and attrition rates. We observe all applicants to the district and are therefore able to estimate sample selection-corrected models, using random tally errors in selection instruments and differences in the quality of competition across job postings. These two factors influence the probability of being hired by Spokane Public Schools but are unrelated to measures of teacher performance. We find that the screening instruments predict teacher value added in student achievement and teacher attrition but not teacher absences. A one-standard-deviation increase in screening scores is associated with an increase of between 0.03 and 0.07 standard deviations in student achievement and a decrease in teacher attrition of 2.5 percentage points. The following are appended: (1) Tables and Figures; (2) Screening Rubrics and Generation of Applicant Data; and (3) Supplemental Descriptive and Regression Tables.
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      – Text: English
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      – SubjectFull: Teacher Selection
        Type: general
      – SubjectFull: Predictive Validity
        Type: general
      – SubjectFull: Selection Tools
        Type: general
      – SubjectFull: Public Schools
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      – SubjectFull: Public School Teachers
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      – SubjectFull: Job Applicants
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Washington
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      – TitleFull: Screen Twice, Cut Once: Assessing the Predictive Validity of Teacher Selection Tools. Working Paper 120
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