Presents slides on a study of links between teacher effectiveness, based on a model that estimates gains in student test scores attributable to teachers, and hire date, certification, degree program, placement, experience, retention, and other factors.
- Observation: Teachers hired after the school year begins are more likely to be novices and perform less well on average
- Observation: There are no significant differences between alternatively and regularly certified teachers in terms of student performance on tests
- Observation: Teacher effectiveness varies widely by teachers' undergraduate institution
- Observation: New teachers are placed with students who are academically behind those of more experienced teachers, both across and within schools
- Observation: Teachers improve rapidly in early years, but improvement flattens after year four
- Observation: Well-performing math teachers are more likely to remain in the district, but not reading teachers