But what is teacher quality? How can one measure it reliably?
An analysis is issued on a sample of data from a Texas school district. Experts argue convincingly that teacher effectiveness should be measured by students’ gains on standardized tests: Mr. Smith is probably a better teacher than Ms. Brown if his students consistently improve their test scores more than hers do.
Though this approach is appealing, there are tricky issues. For example, what if Ms. Brown teaches in a school where students score so high there is little room for improvement?
The authors try to correct for this problem, as well as other sorts of measurement issues, to generate a measurement of teacher effectiveness. The paper is primarily concerned with how this measure is related to other observable characteristics.
The first finding is that there is a large variation in teacher effectiveness: some teachers consistently have a larger impact on their students’ achievement than others.
Second, easily observable characteristics like having a master’s degree or a passing score on the teacher certification exam are not correlated關(guān)聯(lián) with teacher effectiveness.
Then what does matter? The most important single influence is experience: first-year teachers are much less effective than others. The second year is significantly better, and by the fourth year,
most teachers hit their stride.
It is not entirely clear whether this experience effect is learning by doing (the more you teach, the more effective you become) or survival of the fittest (those who are not good at teaching tend to drop out early.)
From my reading of the paper, both effects appear important and there is no simple answer. The data do suggest, however, that teacher effectiveness is pretty clear by the end of the second year, so the information to make an informed decision is available at that time.
The authors also investigate the contentious 有爭(zhēng)議的issue of racial matching of students and teachers. Here they find strong evidence that minority teachers tend to be more effective with minority students. Again, it is unclear whether this is because of a role model effect (students respond better to a teacher of their own race) or an empathy effect 移情效應(yīng)(teachers empathize better with students of their own race) or something else entirely.
The authors also look at teacher mobility. There is some evidence that teachers who quit teaching or switch schools tend to be below average in effectiveness. This is consistent with the survival-of-the-fittest model.
小題1:The schoolmaster could decide wisely whether to further employ the teacher by the end of the ______.
| A．the first year | B．the second year | C．the third year | D．the fourth year |
小題2:The phrase “hit their stride” most probably means “______”.
| A．reach their normal level | B．become confident |
| C．walk with long steps | D．get bored |
小題3:The author of this passage holds the view that ______.
| A．teachers will perform better with time passing |
| B．ineffective teachers should leave earlier rather than later |
| C．teacher’s effectiveness is apparent after a couple of years |
| D．a(chǎn) master’s degree will improve teacher’s effectiveness |
小題4:Why do black teachers tend to be more effective with black students?
| A．Students fell secure, so they respond better. |
| B．Teachers sympathize with students of their own race. |
| C．There are entirely some other identified reasons. |
| D．The reasons are far from clear and definite. |
小題5:Which of the following may serve as the best title?
| A．The Quality of Teaching |
| B．Impact of Teacher Quality on Student Learning |
| C．Different Sorts of Measurement Issues |
| D．Survival-of-the-fittest Model vs. Learning-by-doing Model |
