ASSESSING SCHOOL AND PROGRAM EFFECTIVENESS: ESTIMATING TEACHER LEVEL EFFECTS

The study estimated a component of within-school variance which has been overlooked in policy research studies and program evaluations performed to date: the effect on pupil performance of different teachers within a single school or program. Eighth-, tenth- and twelfth-grade mathematics achievement...

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Bibliographic Details
Published in:Journal of educational measurement 1978-03, Vol.15 (1), p.15-21
Main Authors: RAKOW, ERNEST A., AIRASIAN, PETER W., MADAUS, GEORGE F.
Format: Article
Language:English
Subjects:
Grade 12
Grade 8
Grade levels
High schools
Mathematics achievement
Mathematics education
Mathematics teachers
Socioeconomic status
Statistical variance
Teachers
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Summary:The study estimated a component of within-school variance which has been overlooked in policy research studies and program evaluations performed to date: the effect on pupil performance of different teachers within a single school or program. Eighth-, tenth- and twelfth-grade mathematics achievement data from a sample of American schools participating in the International Study of Mathematics Achievement (Husen, 1967) were analyzed. Analyses revealed that from thirty to forty percent of the within-school achievement variance traditionally attributed to individual student differences was explained by the differential effects associated with teachers within a single school or program.
ISSN:0022-0655
1745-3984
DOI:10.1111/j.1745-3984.1978.tb00052.x