Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies

2017/09/05 by Matthew A. Kraft · 6 citations
Social Sciences · Psychology · #School Choice and Performance #Education, Achievement, and Giftedness #Early Childhood Education and Development

paper · doi:10.3368/jhr.54.1.0916.8265r3

Abstract

I exploit the random assignment of class rosters in the MET Project to estimate teacher effects on students’ performance on complex open-ended tasks in math and reading, as well as their growth mindset, grit, and effort in class. I find large teacher effects across this expanded set of outcomes, but weak relationships between these effects and performance measures used in current teacher evaluation systems including value-added to state standardized tests. These findings suggest teacher effectiveness is multidimensional, and high-stakes evaluation decisions are only weakly informed by the degree to which teachers are developing students’ complex cognitive skills and social-emotional competencies.

Citations

• Measurement Matters
• The Proof and Measurement of Association between Two Things
• Grit: Perseverance and passion for long-term goals.

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• Spatial Explanations for Deferred Teacher Compensation: Unions and Competition for Teachers
• Teacher evaluation and training

Related

• How Large Are Teacher Effects?
• Teacher and Teaching Effects on Students’ Attitudes and Behaviors
• Why Do Teachers Matter? A Meta-Analytic Review of how Teacher Characteristics and Competencies Affect Students’ Academic Achievement
• Linking Teacher Quality, Student Attendance, and Student Achievement
• The Sensitivity of Value‐Added Teacher Effect Estimates to Different Mathematics Achievement Measures