Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving

Lankford, Hamilton; Loeb, Susanna; McEachin, Andrew; Miller, Luke C.; Wyckoff, James

doi:10.3102/0013189x14563600

Cited by 62 publications

(46 citation statements)

References 19 publications

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“…Evidence from New York City suggests that the academic ability of beginning science and mathematics teachers might be improving (Lankford, Loeb, McEachin, Miller, & Wyckoff, 2014). Between 1999 and 2010, the standardized SAT score for new teachers in hard-to-staff subjects improved from 0.11 standard deviations to 0.36 standard deviations.…”

Section: Recruiting and Retaining High-quality Stem Teachersmentioning

confidence: 99%

Changes in the Demographics, Qualifications, and Turnover of American STEM Teachers, 1988–2012

Nguyen

Redding

2018

AERA Open

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Qualified science, technology, engineering, and mathematics (STEM) teachers are critical in the provision of high-quality STEM education for all students. Through descriptive and regression analysis, we document how demographic characteristics, qualifications, and turnover rates of a nationally representative sample of public school STEM teachers have changed from 1988 to 2012. Over this time period, STEM teachers are more likely to be female, attend selective colleges, have graduate degrees, and have STEM qualifications. Although STEM teachers are no more likely to turn over than other teachers, this masks differential rates between high-and low-poverty schools. Moreover, our results highlight the importance of recruiting qualified STEM teachers to work in high-poverty schools and providing supports to help them thrive and remain in the classroom.

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Section: Recruiting and Retaining High-quality Stem Teachersmentioning

confidence: 99%

Changes in the Demographics, Qualifications, and Turnover of American STEM Teachers, 1988–2012

Nguyen

Redding

2018

AERA Open

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“…A set of studies have explored the association between teacher quality and employment (as indicted by retention rates) in high-need schools. Taking New York State public schools as an example, less qualified teachers were more likely to teach in schools with higher concentrations of nonwhite, poor, and low achieving students than their more qualified peers (Boyd, Loeb, Lankford & Wyckoff, 2005), although more recently this pattern has changed in New York (Boyd, Lankford, Loeb, Rockoff, & Wyckoff, 2008;Lankford, Loeb, Mceachin, & Wyckoff, 2014). Similar patterns showing unequal distribution of quality teachers have been identified in other states and countries (Chudgar & Luschei, 2013).…”

Section: Employment Outcomesmentioning

confidence: 69%

The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations

Tatto

Savage

Liao

et al. 2016

EPAA

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Using a sociological framework this article explores the emergence and possible consequences of the 2015 U.S. Department of Education’s proposed federal regulatory policy on teacher education programs and alternative route providers. After describing the key features of the policy, we examine the research literature looking for evidence of the merits of accountability policies in improving teacher education and preparation quality and outcomes. Although there is some research evidence that increased accountability measures may indeed contribute to improving the quality and outcomes of teacher education and preparation, the conditions under which this happens are not straightforward. While the stated aim of the regulatory policy, to ultimately advance student learning, finds widespread support in the education community, research evidence points to a number of validity problems with the overall policy. Of particular concern is the policy’s attempts at establishing a direct link between teacher preparation and two of the regulations’ suggested outcomes, namely graduates’ employment and pupil achievement. The policy as conceived could negatively impact program norms and resources and undermine the development of teachers’ human, cultural, and social capital. We discuss the accreditation challenges that the policy is likely to confront and implications for the future of teacher education and preparation accountability.

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“…Roughly 40% of teacher education majors now come from the top third of those distributions, while fewer than 20% come from the bottom third (Goldhaber & Walch, 2014;Lankford, Loeb, McEachin, Miller & Wycoff, 2014). For a profession that is often disrespected, and with relatively low pay for the credentials required, education actually draws a much larger pool of talent than might be expected.…”

Section: Estimates Of the Percentage Of "Bad" Teachersmentioning

confidence: 99%

Between Scylla and Charybdis: Reflections on and problems associated with the evaluation of teachers in an era of metrification

Berliner

2018

EPAA

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Abstract:The Scylla and Charybdis in this discussion of teacher evaluation are standardized achievement test data on the one hand, and classroom observational systems on the other. These are the two most common methods used to judge teachers' competency. Both have serious flaws: the former primarily with validity, the latter primarily with reliability. At most these evaluation strategies provide teachers' and their supervisors information about which to converse. But these two methods have such serious flaws that they should never be used as the primary grounds for rewarding, punishing, or firing teachers. When both methods of evaluation are used to judge teacher competency, the correlation between achievement tests and observational data is quite low. When two methods claiming to assess the same construct do not correlate well, either one or both Reflexiones sobre problemas asociados con la evaluación de maestros en una época de mediciones Resumen: En esta discusión de la evaluación de los maestros Escila y Caribdis representan, por un lado, las pruebas estandarizadas de desempeño y, por el otro, los sistemas de observación de clase. Estos son los dos métodos más comunes para juzgar la competencia de los maestros. Ambos tienen serias deficiencias; el primero con su validez, el segundo básicamente con su confiabilidad. En el mejor de los casos, estas estrategias de evaluación ofrecen a los maestros y sus supervisores temas de conversación; pero ambos tienen serias deficiencias y no deberían usarse en ningún caso como fundamentos para premiar, castigar o despedir a los maestros. Cuando ambos métodos se usan para juzgar la competencia de los maestros, la correlación entre pruebas de desempeño y datos derivados de la observación es muy baja. Cuando los dos métodos aseguran evaluar el mismo constructo, no se correlacionan bien; uno o ambos fracasan al evaluar el constructo pretendido. Hay dos alternativas para navegar entre Escila y Caribdis: la "Evaluación basada en las obligaciones de los maestros" y las "medidas de desempeño". Estos métodos son muy recomendables, aunque como todo método de evaluación personal, la confiabilidad y la validez siguen siendo asuntos de discusión muy problemáticos. Palabras-clave: Evaluación de maestros; malos maestros; pruebas estandarizadas de logro; instrumentos de observación; observación en clase; validación de constructos; evaluación basada en las obligaciones de los maestrosReflexões sobre problemas associados à avaliação de professores em um momento de medições Resumo: Nesta discussão da avaliação dos professores Scylla e Charybdis, eles representam, por um lado, os testes de desempenho padronizados e, por outro, os sistemas de observação de classe. Estes são os dois métodos mais comuns para julgar a competência dos professores. Ambos têm sérias deficiências; o primeiro com sua validade, o segundo basicamente com sua confiabilidade. Na melhor das hipóteses, essas estratégias de avaliação oferecem aos professores e seus supervisores tópicos de conversação; mas ambos têm sérias d...

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Who Enters Teaching? Encouraging Evidence That the Status of Teaching Is Improving

Cited by 62 publications

References 19 publications

Changes in the Demographics, Qualifications, and Turnover of American STEM Teachers, 1988–2012

Changes in the Demographics, Qualifications, and Turnover of American STEM Teachers, 1988–2012

The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations

Between Scylla and Charybdis: Reflections on and problems associated with the evaluation of teachers in an era of metrification

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