Teachers and Students' Postsecondary Outcomes: Testing the Predictive Power of Test and Nontest Teacher Quality Measures. Working Paper No. 270-1022
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| Title: | Teachers and Students' Postsecondary Outcomes: Testing the Predictive Power of Test and Nontest Teacher Quality Measures. Working Paper No. 270-1022 |
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| Language: | English |
| Authors: | Backes, Ben, Cowan, James, Goldhaber, Dan, Theobald, Roddy, 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). 2022. |
| Availability: | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: | N |
| Page Count: | 59 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305S210012 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education Junior High Schools Middle Schools Grade 10 Elementary Education Grade 7 Grade 8 |
| Descriptors: | Teacher Effectiveness, Measurement Techniques, Outcomes of Education, Attendance Patterns, Grades (Scholastic), School Effectiveness, Educational Quality, Teacher Competency Testing, Graduation Rate, College Attendance, Middle School Students, High School Students, Grade 10, Grade 7, Grade 8 |
| Geographic Terms: | Massachusetts |
| Abstract: | We examine how different measures of teacher quality are related to students' long-run trajectories. Comparing teachers' "test-based" value-added to "nontest" value-added -- based on contributions to student absences and grades -- we find that test and nontest value-added have similar effects on the average quality of colleges that students attend. However, test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution such as attending a more selective college, while nontest measures have more explanatory power for whether students graduate from high school and enroll in college at all. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED625574 |
| Database: | ERIC |
| Abstract: | We examine how different measures of teacher quality are related to students' long-run trajectories. Comparing teachers' "test-based" value-added to "nontest" value-added -- based on contributions to student absences and grades -- we find that test and nontest value-added have similar effects on the average quality of colleges that students attend. However, test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution such as attending a more selective college, while nontest measures have more explanatory power for whether students graduate from high school and enroll in college at all. |
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