Teachers and Students’ Postsecondary Outcomes: Testing the Predicti... is by Benjamin Backes, James Cowan, Dan Goldhaber, Roddy Theobald.

from Larry Ferlazzo

Here’s an excerpt:

Test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of
the achievement distribution such as attending a more selective college, while nontest measures have more explanatory power for whether students graduate from high school and enroll in college at all.

In other words,  the teachers who are most successful in helping high-academic-performing students raise their test scores can help their students get into more selective colleges and universities.

The teachers who are most effective in increasing non-test metrics (course grades, suspensions, attendance, and grade promotion) are the ones who are most successful in getting those students who might face more challenges to enroll in college…period.

Click on the title above to read the full article.

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