It has been concluded by many that teacher quality (to
students’ achievement) is crucial, however the variation in the quality is
influenced by attributes that are difficult to quantify. Though many studies
have been made in past, the empirical difficulties for all are primarily data
quality related. For example, in studies where teachers were only observed
under one class of students, the teacher’s effects and other classroom specific
factors can’t be differentiated from each other.
Thus using a set of
panel data on student’s test scores not only would allow comparison in the
performance of the same student given different teachers, but would also
identify variation of teacher quality from variation of students’ abilities and
attributes, and from other characteristics/factors (i.e. class size). Moreover,
variation in teacher quality is separated from variation in school-level
educational inputs, such as principal quality, and also from time-varying
factors. One of the results showed that within school there is a large
variation in quality among teachers. Another finding indicated that longer
teaching experience also significantly raises student test scores.
Background
Results
Test score was represented in an equation to be a function
of several factors.[1]
This equation showed that there was no clear link between current test scores
and past inputs apart from those that span across years like the student’s
fixed characteristics. Current inputs such as teacher quality are said to have
an effect on both current and future student success.
The result showed
that as a predictor, teacher fixed effects is found to be significant in both
reading and math subject. Experience is also a significant predictor, except
for math concepts. In addition, teacher quality is implied to have a large
impact on students’ output.
Note however, that due to the variation in the districts’
capabilities (salaries, amenities, and etc.) in attracting teachers, it is
expected that the variation in quality among teachers at broader geographical
levels may be larger than the within-school presented in this study.
Conclusion
Even though test scores do not cover all range of student’s
learning, it is widely recognized by people of authorities and by the public to
be an indicator of one’s achievement.
This study suggests that raising teacher quality is vital in
enhancing the student’s performance. On the other hand, in a setting where
teacher characteristics are not related to teacher quality, policies focused on
giving performance-based reward are found to be more effective than policies
giving credential-based incentive.
According to some literature, the principal’s input
(opinion) of teacher quality is highly correlated with student test scores.
Teacher evaluations which are considered to be an important tool in gauging the
teacher quality are also able to reflect what is not seen in the test scores.
The decline in the availability of teachers poses as an
additional burden on the effort to improve the quality public school teachers.
Another finding is that union wage compression and improved labor market
opportunities for highly skilled females had reduced the supply of highly
skilled teachers.
The goal now is to focus a study in determining how skilled
teachers may be identified, recruited and retained.
Source:
Rockoff, J., “The
Impact of Individual Teachers on Student Achievement : Evidence from Panel
Data”, American Economic Review, Vol.
94, No. 2, (May, 2004), pp. 247-252.
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