Can We Identify Effective Teachers? Latent Class Analysis of Teacher Characteristics

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Investigating Teaching in Formal and Informal STEM Contexts

Abstract

Latent classes of effective and non-effective Algebra I teachers were found using measurements of teacher promoted engagement, understanding, and classroom management from the Measures of Effective Teaching Project (MET Project) database. Robust measures of effective teaching exist in the literature; however, there are no sets of factors or attributes that define an effective teacher. Instead, current teacher accountability practices have weighed heavily on observations, student surveys, and standardized test scores in value added models as indicators of teacher effectiveness. This study focused on Algebra I teachers due to the importance of establishing student success in the areas of Science, Technology, Engineering, and Mathematics (STEM). Results support the use of latent class analysis to identify effective and non-effective teachers.

Authors

• Randall E. Schumacker, The University of Alabama

• Lauren Holmes, The University of Alabama - Tuscaloosa