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eric.ed.gov har udgivet:
Over the last decade, policy and business leaders have come to know what parents have always known: teachers make the greatest difference to student achievement. With new statistical and analytical methods used by a wide range of researchers, evidence has been mounting that teacher quality can account for a large share of variance in student test scores. The evidence on the distribution of qualified and effective teachers is also clear–and the findings are not good. Teachers who have met the demanding standards of National Board Certification and those who have generated higher “value-added” student achievement gains are far less likely to teach economically disadvantaged and minority students. As a result, high-poverty schools are more likely to be beset with teaching vacancies in math and special education, and much more likely to staff classrooms with out-of-field, inexperienced and less-prepared teachers. This policy brief focuses on the best practices for preparation programs that ensure teachers are prepared to teach effectively, especially in high-needs schools. (Contains 3 tables.) [This paper was written with Alesha Daughtrey and Alan Wieder.]