/pdf/the-widget-effect-our-national-failure-to-acknowledge-and-5bkz8998uk.pdf

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness. Second Edition.

Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement. This provides the basis for consideration of the derived demand for teachers that comes from their impact on economic outcomes. Alternative valuation methods are based on the impact of increased achievement on individual earnings and on the impact of low teacher effectiveness on economic growth through aggregate achievement. A teacher one standard deviation above the mean effectiveness annually generates marginal gains of over $400,000 in present value of student future earnings with a class size of 20 and proportionately higher with larger class sizes. Alternatively, replacing the bottom 5-8 percent of teachers with average teachers could move the U.S. near the top of international math and science rankings with a present value of $100 trillion.

The Economic Value of Higher Teacher Quality

https://www.nber.org/system/files/working_papers/w16606/w16606.pdf

The Economic Value of Higher Teacher Quality.

This book is about the threats to education quality that cannot be explained by lack of resources. It reviews service delivery failures in education: cases where programs and policies increase inputs to education but do not produce effective services where it counts in the classroom. It documents what we know about the extent and costs of such failures. It argues that a root cause of low-quality and inequitable public services is the weak accountability of providers to both their supervisors and clients. The central focus of the book is that countries are increasingly adopting innovative strategies to attack these problems. Drawing on new evidence from 22 rigorous evaluations in 11 countries, this book examines how strategies to strengthen accountability relationships in school systems have affected schooling outcomes. The book provides a succinct review of the rationale and impact evidence for three key lines of reform: (1) policies that use the power of information to strengthen the ability of students and their parents to hold providers accountable for results; (2) policies that promote schools' autonomy to make key decisions and control resources; and (3) teacher incentives reforms that specifically aim at making teachers more accountable for results.

Making Schools Work: New Evidence on Accountability Reforms

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher-student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed.

Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

/pdf/the-widget-effect-our-national-failure-to-acknowledge-and-3dcqwsyv4q.pdf

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness.

/pdf/the-widget-effect-our-national-failure-to-acknowledge-and-1apkudcpwr.pdf

Susan Sexton

Papers

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness. Second Edition.

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness.

"The Widget Effect: Our National Failure to Acknowledge and Act on Teacher Differences"

The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness. Executive Summary. Second Edition.