Teacher Quality and Student Achievement

By Linda Darling-Hammond. 2000

2,150 citations recorded by the source corpus.

Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/2dabe7a9c575194c6e1963e419285a5e8bccb74b

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Citations in the corpus

Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “Due to the widely disparate nature of state licensing standards, the assumption that teacher certification implies teacher quality has been questioned (Darling-Hammond, 2000, 2009).”
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “…research on school improvement over the past several decades has produced the conventional wisdom that the teacher is the most critical school-related factor that influences student learning and achievement (Coleman et al., 1966; Darling-Hammond, 2000; Ingersoll, 2001; Thoonen et al., 2011).”
Narrowing in on Educational Resources That Do Affect Student Achievement (2006, background): “…score, with mixed findings on the impact of all of these factors except standards-based teacher evaluation score, which is consistently positive (Darling-Hammond, 2000; Gallagher, 2004; Hanushek, 1992; Hanushek, Kain, O’Brien, & Rivkin, 2005; Kimball, White, Milanowski, & Borman, 2004;…”
The Effects of Education Accountability on Teachers: Are Policies Too-Stress Provoking for Their Own Good?. (2009, methodology): “This represents an investment in improving the quality of teaching, a variable that has been more effective in the improvement of academic achievement than implementation of student testing (Darling-Hammond, 2000, 2004).”
Learning for Jobs OECD Reviews of Vocational Education and Training (2008, background): “Novice teachers who receive support, performance evaluation and professional development remain longer in the profession, have more positive attitudes toward teaching (Varah, Theune and Parker, 1986; Henry, 1988; Odell and Ferraro, 1992) and continue to develop their teaching effectiveness (Darling-”
The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students (2009, background): “For example, teachers’ knowledge of the subject area (Moats, 1994; Piasta, Connor, march 2009 87 Fishman, & Morrison, in press) and other qualifications, including credentials and experiences (Darling-Hammond, 2000; Goldhaber & Anthony, 2003).”
Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership (2018, background): “Literature on teacher effectiveness shows that teachers’ classroom strategies are the most critical factors with regard to predicting student learning success (Darling-Hammond, 2000; Hattie, 2012; Weisberg et al., 2009).”
Stupid Tutoring Systems, Intelligent Humans (2016, background): “We know that different teachers have different impacts on student success (Darling-Hammond, 2000); we know that there is a range in the results produced by different human tutors (Kulik & Kulik, 1991); we know that some designers and programmers are better than others (Brooks, 1975).”