Do All Students Reap the Same Benefits From Highly Rated Teachers?

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: (Re)Examining Preservice and In-Service Teacher Responses and Their Implications (Table 36)

Abstract

As educational disparities persist, understanding the differential effects of teaching practices on varying achievement levels is critical. This study examines the relation between the students’ rates of different achievement levels and district prioritized teaching practices, i.e., cognitive engagement, problem-solving and critical thinking, and instruction monitoring. The data is collected from an authentic teacher evaluation system prominent in Missouri. A consistent pattern of our findings show that these teaching practices promote advanced and proficiency rates but not basic rates. This suggests that while these practices may benefit high achievers, alternative approaches may be needed for schools with large achievement gap or with predominantly low achievers. The study's insights underscore the importance of tailoring educational strategies to address achievement disparities effectively.

Authors

• Xintong Li, University of Missouri

• Se Woong Lee, University of Missouri