Have You MET a Beginning Teacher? Studying Beginning Teaching Using the Mathematical Quality of Instruction, Classroom Assessment Scoring System, and Framework for Teaching

• In Event: Roundtable Session 55
  In Roundtable Session: Understanding Structures That Support Mathematics Teachers and Effective Practices

Abstract

Past research on the relation between teacher characteristics and student achievement has found mixed results. Among their findings two stand out. First, studies of students’ learning suggest that beginning teachers are less effective than their more experience peers. Second, low-income students and students of color are far more likely to be taught by beginning teachers. These findings warrant understanding early-career teaching. We use data from 2,741 teachers in six districts who video-taped lessons to learn more about “beginning teaching.” Using hierarchical measurement and logistics regression models, we found evidence that beginning teachers were more likely to have a lower quality of instruction than more experienced teachers. We found this even when controlling for behavior management and other confounders.

Authors

• Delena M. Harrison, University of Michigan

• L. Joy Johnson, University of Michigan - Ann Arbor

• Kolby Gadd, University of Michigan