How Do Teachers Change the Distribution of Their Classroom's Achievement?

• In Event: 25.034 - Issues With the Design and Implementation of Test-Based Accountability Policies

Abstract

Evaluations of teacher effectiveness have primarily focused on students’ growth in achievement from year to year. Less emphasis, however, has been given in understanding where along the distribution teachers influence students’ achievement (do they positively influence the achievement of low achieving students?). We provide descriptive analyses of changes in the distribution of students’ achievement across classrooms using multiple measures. Evidence suggests that considerable variation exists across teachers in the distribution of student achievement gains. However, correlations among measures of distribution and measures of teacher quality suggest no clear associations. Implications suggest that further measures and statistical methods need to be developed to better understand how equitable teachers are in their mathematics teaching.

Authors

• Katerina Schenke, University of California - Los Angeles

• Megan Kuhfeld, NWEA

• Li Cai, University of California - Los Angeles