Value Added of Teachers in High Poverty Schools and Lower Poverty Schools
Value Added of Teachers in High Poverty Schools and Lower Poverty Schools
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高贫困学校和低贫困学校教师增加值
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Li Feng
中科院分区：
文献类型：
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作者：
Tim R. Sass;Jane Hannaway;Zeyu Xu;David N. Figlio;Li Feng
利用佛罗里达州和北卡罗来纳州2000-2001到2004-2005年的学生层面的微观数据，我们比较了主要为低收入家庭学生(70%免费和降价午餐学生)提供服务的学校和为更有优势学生提供服务的学校的教师的有效性。结果表明，高贫困学校教师的平均效能感总体上低于其他学校的教师，高贫困学校教师素质的差异显着。这些差异在很大程度上是由高贫困学校教师效率分布最底层的生产力较低的教师推动的。质量差异的主要原因是教师的不可测量的特征的差异。我们发现，在贫困程度较低的学校，更有经验的教师从额外经验中获得的生产力提升要强得多。然而，高贫困学校的经验回报较低，似乎并不是因为离开教师或转学的教师素质不同造成的。我们的发现表明，那些吸引高效率教师进入高贫困学校的措施，以及促进教师技能随着时间的推移而提高的环境，更有可能取得成功。
Using student-level microdata from 2000–2001 to 2004–2005 from Florida and North Carolina, we compare the effectiveness of teachers in schools serving primarily students from low-income families (>70% free-and-reduced-price-lunch students) with teachers in schools serving more advantaged students. The results show that the average effectiveness of teachers in high poverty schools is in general less than teachers in other schools and there is significantly greater variation in teacher quality among high poverty schools. These differences are largely driven by less productive teachers at the bottom of the teacher effectiveness distribution in high-poverty schools. The bulk of the quality differential is due to differences in the unmeasured characteristics of teachers. We find that the gain in productivity to more experienced teachers from additional experience is much stronger in lower-poverty schools. The lower return to experience in high-poverty schools does not appear to be a result of differences in the quality of teachers who leave teaching or who switch schools, however. Our findings suggest that measures that induce highly effective teachers to move to high-poverty schools and which promote an environment in which teachers’ skills will improve over time are more likely to be successful.