The Market for Teacher Quality
The Market for Teacher Quality
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教师质量市场
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Steven G. Rivkin
中科院分区：
文献类型：
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作者：
E. Hanushek;E. Hanushek;E. Hanushek;J. Kain;Daniel M. O'Brien;Steven G. Rivkin;Steven G. Rivkin
许多教育政策侧重于提高教师质量，但大多数政策缺乏强有力的研究支持。我们用学生的成绩来估计教师的增值，我们的教师质量的衡量标准。分析表明，教学质量存在很大差异，其中大部分发生在学校内部，而不是学校之间。虽然教师的素质似乎与高级学位或证书无关，但经验确实很重要-但只是在教学的第一年。我们还发现，好的教师往往是有效的，所有的学生能力水平，但有一个积极的价值，匹配的学生和教师的种族。在分析的第二部分中，我们发现留在我们城市学校样本中的教师往往和那些离开的教师一样好，甚至更好。因此，大量人员流动的主要代价是引进更多的一年级教师。最后，几乎没有证据表明，提供更高工资和更好工作条件的地区吸引了离开中心城市地区的高素质教师。总体结果有各种直接的政策含义的设计学校问责制和教师的薪酬。
Much of education policy focuses on improving teacher quality, but most policies lack strong research support. We use student achievement gains to estimate teacher value-added, our measure of teacher quality. The analysis reveals substantial variation in the quality of instruction, most of which occurs within rather than between schools. Although teacher quality appears to be unrelated to advanced degrees or certification, experience does matter -- but only in the first year of teaching. We also find that good teachers tend to be effective with all student ability levels but that there is a positive value of matching students and teachers by race. In the second part of the analysis, we show that teachers staying in our sample of urban schools tend to be as good as or better than those who exit. Thus, the main cost of large turnover is the introduction of more first year teachers. Finally, there is little or no evidence that districts that offer higher salaries and have better working conditions attract the higher quality teachers among those who depart the central city district. The overall results have a variety of direct policy implications for the design of school accountability and the compensation of teachers.