The Effects of Experience and Attrition for Novice High-School Science and Mathematics Teachers

Henry, Gary T.; Fortner, C. Kevin; Bastian, Kevin C.

doi:10.1126/science.1215343

Cited by 78 publications

(61 citation statements)

References 18 publications

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“…On average, beginning teachers' performance statistically significantly improved over the four years of study, while performance of teachers with six or more years of experience remained fairly stable. Our results are consistent with findings from studies that examine teacher learning, which have found that improvements in teaching are most notable in the first few years in the classroom (Henry, Fortner, & Bastian, 2012). If policy seeks to address stable, average performance, one implication of our findings might be that VAEs are best used only after a teacher has taught for five years.…”

Section: Discussionsupporting

confidence: 82%

Value-added Teacher Estimates as Part of Teacher Evaluations: Exploring the Effects of Data and Model Specifications on the Stability of Teacher Value-added Scores

Kersting

Chen

Stigler

2013

EPAA

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If teacher value-added estimates (VAEs) are to be used as indicators of individual teacher performance in teacher evaluation and accountability systems, it is important to understand how much VAEs are affected by the data and model specifications used to estimate them. In this study we explored the effects of three conditions on the stability of VAEs and evaluated their relative impact. We varied how we accounted for differences among students in their prior learning; whether we epaa aapeValue-added teacher estimates as part of teacher evaluation 2 estimated VAEs from single or multiple cohorts of students; and the number of students contributing to the VAE for each teacher. Using data from one of the largest school districts in the nation, we created a single, complete data set and used it to estimate several sets of VAEs for each of the 3651 5th grade mathematics teachers. We found that approximately two thirds of teachers' were stable in that they remained in the same performance group across all conditions. We also found that differences in number of students used for VAEs accounted for up to one third of teacher reclassifications into different performance groups; single versus multiple cohort models accounted for about one fifth; and different methods for controlling for student prior learning accounted for about one sixth (16%) of teacher reclassifications. We relate our findings to characteristics of our data and discuss implications for educational policy. Keywords: Value-added Analysis, Value-added Models; Value-added Estimates; Stability; Teacher Evaluations; Accountability.Las estimaciones de valor agregado docente como parte de las evaluaciones docentes: Explorando los efectos de los datos y las especificaciones de los modelos en la estabilidad de las puntuaciones de valor agregado docentes Resumen: Si estimaciones de valor añadido docente (VADs) van a ser utilizadas como indicadores de rendimiento de los docentes en cada evaluación de los profesores y en los sistemas rendición de cuentas, es importante entender cómo los VADs son afectados por los datos recogidos y las especificaciones de los modelos utilizados para estimarlos. En este estudio hemos explorado los efectos de tres condiciones para la estabilidad de VADs y evaluar sus impactos relativos. Hemos variado cómo se estimaron las diferencias entre los estudiantes en sus aprendizajes previos; hemos estimado VADs de una o múltiples promociones de estudiantes; y el número de estudiantes que contribuyen a la de cada uno de los VADs de los profesores. Utilizando los datos de uno de los mayores distritos escolares de la nación, hemos creado un conjunto único de datos completo y lo utilizamos para estimar varios conjuntos de único para cada uno de los 3651 profesores de matemáticas de 5to. Grado. Encontramos que aproximadamente dos terceras partes de los maestros se mantuvieron estables y que permanecieron en el mismo grupo de rendimiento a lo largo de todas las condiciones. También encontramos que las diferencias en el número de alumnos u...

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Section: Discussionsupporting

confidence: 82%

Value-added Teacher Estimates as Part of Teacher Evaluations: Exploring the Effects of Data and Model Specifications on the Stability of Teacher Value-added Scores

Kersting

Chen

Stigler

2013

EPAA

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“…schools face in other parts of their lives, and exacerbates staff recruitment challenges. Moreover, departing teachers are disproportionately replaced with novices, who on average are less effective than their more experienced peers (see Henry et al 2012 ;Kane et al 2006 ;Papay and Kraft Forthcoming ). Once these teachers obtain a little experience and skill, they also often depart (to be replaced with a new round of novices), creating a pattern of reshuffl ing of teachers from poor to not-poor schools, high-minority to low-minority schools, and urban to suburban schools (Ingersoll et al 2014 ).…”

Section: Unequal Resourcesmentioning

confidence: 99%

Quality and Equality in American Education: Systemic Problems, Systemic Solutions

O’Day

Smith

2016

The Dynamics of Opportunity in America

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After briefl y reviewing the unequal opportunities outside schools that contribute to the disparities in educational achievement, attainment, and various indicators of adult success, this chapter zeroes in on addressing inequities within K-12 education. We argue that disparities within the educational system are the product of institutional structures and cultures that both disenfranchise certain groups of students and depress quality overall. Systemic causes require systemic solutions, and we envision a three-pronged systemic remedy: a continuous improvement approach for addressing the quality of educational opportunities for underserved students as well as of the system as a whole; targeted high-leverage interventions consistent with the overall approach but focused on key transition points and needs; and stronger connections between schools and other institutions and systems affecting the development and well-being of children and youth. We then outline a change strategy that incorporates both pressure and support for improvement from three distinct but interacting sources: government and administrative policy (federal, state, and local); professional accountability and networking; and collective engagement of parental, community, and advocacy organizations. We end the chapter with a consideration of recent developments in California and the degree to which they lay the groundwork for moving an equity agenda in the state.

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“…Initially, we did expect that experienced teachers' conceptions would be more developed, since they had more time to gain experience and knowledge than their less experienced counterparts. Previous studies show that beginning teachers improve n their instruction and knowledge over time (Henry, Fortner, & Bastian, 2012). Yet, the lack of professional development on NOS for practicing teachers may explain why there was virtually no difference in conceptions of NOS between the novice teachers and the experienced teachers.…”

Section: Discussionmentioning

confidence: 99%

“…The reason for choosing the dividing line for experience in teaching at 0-5 versus 6 or more is that teachers with less than 6 years of teaching experience are considered 'beginning teachers' (Luft et al, 2011). Teachers in this phase of their career are still acclimating to their new role as science and mathematics teachers and are more moldable in their practices when compared to their more experienced peers (Henry, Fortner, & Bastian, 2012;Luft, 2001).…”

Section: Situatedmentioning

confidence: 99%

Middle School Science and Mathematics Teachers’ Conceptions of the Nature of Science: A One-Year Study on the Effects of Explicit and Reflective Online Instruction

Wong¹,

Firestone²,

Ronduen³

et al. 2016

IJRES

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Science, Technology, Engineering, and Mathematics (STEM) education has become one of the main priorities in the United States. Science education communities and researchers advocate for integration of STEM disciplines throughout the teaching curriculum. This requires teacher knowledge in STEM disciplines, as well as competence in scientific literacy. Since nature of science (NOS) is a critical component of scientific literacy, this study examined teachers' conceptions NOS over a one-year period. Participants included 21 middle school science and mathematics teachers who integrated science and mathematics in their classrooms. We employed two NOS instruments to collect data on participants' NOS conceptions before and after a one-year online graduate program. This study examined changes in NOS understanding for the group as a whole, between science and mathematics teachers, and whether beginning and experienced teachers differed in their conceptions of NOS. Findings show that the teachers' conceptions of NOS improved significantly after two semesters of explicit, reflective NOS instruction. There was no significant difference between science and math teachers' conceptions of NOS. The notion that science teachers know just as much about NOS as mathematics teachers indicates that science teachers in the U.S. are just as unfamiliar with the nature of science as mathematics teachers. In addition, years of experience did not play a role in the participants' conceptions of NOS. Examination of teachers' conceptions of NOS will help researchers, teacher educators and teacher professional development providers gain insight on ways to develop STEM teachers' conceptions of NOS.

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The Effects of Experience and Attrition for Novice High-School Science and Mathematics Teachers

Cited by 78 publications

References 18 publications

Value-added Teacher Estimates as Part of Teacher Evaluations: Exploring the Effects of Data and Model Specifications on the Stability of Teacher Value-added Scores

Value-added Teacher Estimates as Part of Teacher Evaluations: Exploring the Effects of Data and Model Specifications on the Stability of Teacher Value-added Scores

Quality and Equality in American Education: Systemic Problems, Systemic Solutions

Middle School Science and Mathematics Teachers’ Conceptions of the Nature of Science: A One-Year Study on the Effects of Explicit and Reflective Online Instruction

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