Measuring teacher effectiveness for equity: value-added model of teachers’ distributive effects on classroom achievement gaps

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research and Evaluation Pub Date : 2020-02-17 DOI:10.1080/13803611.2021.1906708

Taeyoung Kim, Jaekyung Lee

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引用次数: 2

Abstract

ABSTRACT Extending conventional value-added models (VAM) of teacher effects that focus on the estimation of average effects for excellence, this study examines “distributive” effects for equity. Using multilevel regression models, the study addresses two research questions to inform educational policy for teacher improvement and accountability. First, do more effective teachers contribute not only to improving student achievement overall (excellence) but also narrowing achievement gaps among student groups (equity)? The results show highly mixed relationships between average effect and distributive effects; effective teachers on average narrowed the achievement gaps among academic groups but not the gaps among racial and socioeconomic groups in their classrooms. Second, what attributes and practices of teachers are associated with desirable teacher effects for both excellence and equity? The conventional measures of teacher characteristics and practices help account for the average teacher effects but not the distributive effects. Implications are discussed for improving the measures of teacher effectiveness.

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衡量教师公平有效性：教师分配效应对课堂成绩差距的增值模型

摘要本研究扩展了传统的教师效应增值模型（VAM），该模型侧重于估计卓越的平均效应，考察了公平的“分配”效应。本研究使用多层次回归模型，解决了两个研究问题，为教师改进和问责的教育政策提供信息。首先，更有效的教师不仅有助于提高学生的整体成绩（优秀），还有助于缩小学生群体之间的成绩差距（公平）吗？结果表明，平均效应和分配效应之间存在高度混合关系；有效的教师在课堂上平均缩小了学术群体之间的成绩差距，但没有缩小种族和社会经济群体之间的差距。第二，教师的哪些属性和实践与卓越和公平的理想教师效果有关？对教师特征和实践的传统测量有助于解释平均教师效应，但没有解释分配效应。讨论了对改进教师效能测量的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Research and Evaluation EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

0.00%

发文量

期刊介绍： International, comparative and multidisciplinary in scope, Educational Research and Evaluation (ERE) publishes original, peer-reviewed academic articles dealing with research on issues of worldwide relevance in educational practice. The aim of the journal is to increase understanding of learning in pre-primary, primary, high school, college, university and adult education, and to contribute to the improvement of educational processes and outcomes. The journal seeks to promote cross-national and international comparative educational research by publishing findings relevant to the scholarly community, as well as to practitioners and others interested in education. The scope of the journal is deliberately broad in terms of both topics covered and disciplinary perspective.