Teacher Quality and Educational Equality: Do Teachers with Higher Standards‐Based Evaluation Ratings Close Student Achievement Gaps?

By Geoffrey D. Borman, Steven M. Kimball. The Elementary school journal, 2005

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Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners (2007, methodology): “Teacher quality was measured in the Mehta et al. and Moats et al. studies by ratings of teaching effectiveness and the quality of instructional strategies, and in Borman and Kimball (2005) by standards-based evaluation ratings.”
Narrowing in on Educational Resources That Do Affect Student Achievement (2006, background): “According to Borman and Kimball (2005), composite scores can be calculated from this subset of standards that represent psychometrically sound summary measures of teachers’ instructional performance.”
The Components of Effective Professional Development Activities in terms of Teachers' Perspective (2014, unknown): “…of research indicates a positive relationship between teacher quality and student achievement (Abbate-Vaughn & Paugh, 2009; Ascher & Fruchter, 2001; Borman & Kimball, 2005; Boyle, While, & Boyle, 2004; Collinson & Cook, 2000; Hodge & Krumm, 2009; Guskey, 2002; Mahon, 2003; Okoye, Momoh, Aigbomian,…”
Is Traditional Teaching Really All That Bad? A Within-Student Between-Subject Approach (2011, background): “For example Borman and Kimball (2005), Gallagher (2004), Heneman et al. (2006), Holtzapple (2003), Kimball et al.”