|Title:||WWC Review of the Report "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood"|
|Description:||Published in 2011, The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood examined differences in student achievement when students were taught by a teacher with high or low value-added, a measure of teacher effectiveness. The study sample included about 3,300 cohorts of math and reading students in grades 4-8 in a large, urban school district from 1991 to 2009. The WWC review focuses on the report's analyses of what happened to students' achievement as a result of the movements of teachers into and out of schools with relatively high or low value-added estimates. Researchers analyzed standardized student math and reading assessment scores and found that when a high value-added teacher started to teach students in a cohort, or a low value-added teacher stopped teaching students in a cohort, the event was associated with a statistically significant increase in reading and math test scores. In addition, when a high value-added teacher stopped teaching students in a cohort, or a low value-added teacher started teaching students in a cohort, the event was associated with a statistically significant decrease in test scores. The cohorts of students being compared were well matched on test scores before an event occurred. However, the analyses for long term outcomes, such as college attendance and employment, had no distinct intervention and comparison groups, making them ineligible for WWC review. Therefore, the research analyzing math and reading scores described in this report meets WWC evidence standards with reservations.|
Need Help Viewing PDF files?
|Cover Date:||October 2012|
|Web Release:||October 23, 2012|
|Publication #:||WWC SSR209
|Type of Product:||Single Study Review|
For questions about the content of this Single Study Review, please contact: