Pulling Back the Curtain: Revealing the Cumulative Importance of High-Performing, Highly Qualified Teachers on Students’ Educational Outcome

Abstract

This study examines the relationship between two dominant measures of teacher quality, teacher qualification and teacher effectiveness (measured by value-added modeling), in terms of their influence on students’ short-term academic growth and long-term educational success (measured by bachelor’s degree attainment). As students are exposed to teachers of varying quality over the course of their schooling, this study computes cumulative teacher quality indices that are able to more precisely estimate the impact of teacher quality. Notably, this study found that students who had been taught by a succession of high-performing and qualified teachers tend to have a positive relationship with students’ short- and long-term educational success.

Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

“…Only in the last few years have a series of studies emerged examining the "cumulative and chronic adverse effects" that make structural racism so pervasive and hard to eliminate (Lawrence & Keleher, 2004, p.1). Using the Longitudinal Study of American Youth (LSAY) conducted from 1987-1994, Lee (2018) and Lee and Mamerow (2019) determined that students exposed to a series of more experienced and more effective teachers had higher short-and long-term educational success. Using more recent data, Goldhaber et al (2018) found that gaps in teacher quality existed across time in both North Carolina and Washington State, with the largest gaps between race, not poverty level.…”

“…More often than not, these lower non-special education tracks (standard), populated with disproportionately Black and Latino students, are much more likely to be taught by unlicensed, inexperienced instructors who are teaching outside of their field (Lee, 2018;Lee & Mamerow, 2019;). Mickelson (2001) notes, Among the CMS high school principals I interviewed about tracking, race, and opportunities to learn, the consensus is that students in the lower tracks may have fully licensed and experienced teachers with advanced degrees, but those in the highest tracks always do.…”

“…Researchers are increasingly finding that allowing more experienced teachers to choose which classes they teach has an even more powerful effect on student achievement when taken cumulatively (Grissom et al, 2017;Lee, 2018;Lee & Mamerow, 2019). Goldhaber et al (2018) found that "Teacher Quality Gaps" of experience and expertise increased from 1988 to 2013, with students of color twice as likely to face a disadvantage than students of low socio-economic status.…”

“…Thus, what may initially appear to be a "small" gap in years of experience between two teachers over one academic year adds up to decades of unequal years of experience when taken cumulatively. That is why Lee (2018) claims that "measuring the combined effects of many teachers, over many years, may be a more effective means for understanding teacher quality and effectiveness" (p. 374). This is also why we have elected to conduct this cumulative study.…”

Curriculum and Educational Reforms in Portugal: An Analysis on Why and How Students’ Knowledge and Skills Improved

“…36 See, e.g.,Taylor and Rohrer (2010). 37 See a comprehensive review inHanushek and Rivkin (2006).38 See, e.g.,Lee (2018),Hanushek et al (2019) and the references therein.8 Curriculum and Educational Reforms in Portugal: An Analysis on Why and How……”