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Teacher Effectiveness in Remote Instruction. Working Paper No. 308-0924

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Title: Teacher Effectiveness in Remote Instruction. Working Paper No. 308-0924
Language: English
Authors: M. Cade Lawson, Tim R. Sass, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2024.
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: 40
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A230400
Document Type: Reports - Research
Numerical/Quantitative Data
Education Level: Elementary Secondary Education
Descriptors: Teacher Effectiveness, Distance Education, COVID-19, Pandemics, School Closing, Educational Technology, Teacher Characteristics, Academic Achievement, Tests, Scores, Student Characteristics, Value Added Models, Elementary Secondary Education, In Person Learning
Geographic Terms: Georgia (Atlanta)
Abstract: The effect of remote learning on student performance has been a frequent topic of research and discussion in the aftermath of the COVID-19 pandemic, yet little is known about the impact of remote instruction on the performance of teachers. This study documents how relative effectiveness of teachers changed when moving from in-person to remote instruction and analyzes the characteristics of teachers associated with greater relative effectiveness during remote instruction. Using matched student/teacher-level data from three large metro-Atlanta school districts, we estimate teacher value-added models to measure the association between teacher characteristics and a teacher's relative contribution to test score growth before and during the period of virtual instruction in the 2020-21 school year. We find evidence of increased variation in overall teacher effectiveness during remote instruction. Results are driven by veteran teachers, who appear relatively more effective in virtual instruction than their less-experienced peers, and by the very best in-person teachers, some of which experience large declines in relative effectiveness when shifting to remote instruction.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: ED662880
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Report
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  Data: <searchLink fieldCode="SO" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29%22"><i>National Center for Analysis of Longitudinal Data in Education Research (CALDER)</i></searchLink>. 2024.
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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: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: <searchLink fieldCode="DE" term="%22Georgia+%28Atlanta%29%22">Georgia (Atlanta)</searchLink>
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  Label: Abstract
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  Data: The effect of remote learning on student performance has been a frequent topic of research and discussion in the aftermath of the COVID-19 pandemic, yet little is known about the impact of remote instruction on the performance of teachers. This study documents how relative effectiveness of teachers changed when moving from in-person to remote instruction and analyzes the characteristics of teachers associated with greater relative effectiveness during remote instruction. Using matched student/teacher-level data from three large metro-Atlanta school districts, we estimate teacher value-added models to measure the association between teacher characteristics and a teacher's relative contribution to test score growth before and during the period of virtual instruction in the 2020-21 school year. We find evidence of increased variation in overall teacher effectiveness during remote instruction. Results are driven by veteran teachers, who appear relatively more effective in virtual instruction than their less-experienced peers, and by the very best in-person teachers, some of which experience large declines in relative effectiveness when shifting to remote instruction.
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  Data: ED662880
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED662880
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 40
    Subjects:
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Tests
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      – SubjectFull: Scores
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      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Value Added Models
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Georgia (Atlanta)
        Type: general
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      – TitleFull: Teacher Effectiveness in Remote Instruction. Working Paper No. 308-0924
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