linking evidence to practice: data systems that can be used to improve teaching and learning dan...
TRANSCRIPT
![Page 1: Linking Evidence to Practice: Data Systems That Can Be Used to Improve Teaching and Learning Dan Goldhaber University of Washington and Urban Institute](https://reader036.vdocuments.us/reader036/viewer/2022083009/5697c02c1a28abf838cd8f23/html5/thumbnails/1.jpg)
Linking Evidence to Practice: Data Systems That Can Be Used to
Improve Teaching and Learning
Dan Goldhaber
University of Washington and Urban Institute
![Page 2: Linking Evidence to Practice: Data Systems That Can Be Used to Improve Teaching and Learning Dan Goldhaber University of Washington and Urban Institute](https://reader036.vdocuments.us/reader036/viewer/2022083009/5697c02c1a28abf838cd8f23/html5/thumbnails/2.jpg)
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Why Focus on Teachers?
• Teacher quality is the key to school success– Its impact is far larger than any other quantifiable
schooling input (Coleman et al., 1966; Goldhaber, 2002; Rivkin et al., 2005)
• The estimated impact of teacher quality is large– It can explain more than a full grade-level equivalent in
test performance (Hanushek, 1992)
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Central Thesis
• K-12 education should be a continuous learning system, but it’s not– Key missing ingredients: data and analysis capacity
• Combined, these could be used to convincingly answer key policy questions
• In the absence of such a system decisions are made based on fads, institutional inertia, and politics
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We’ve Actually Learned A Lot from Longitudinal Data in Select States
• Data Quality Campaign specifies key characteristics of state longitudinal systems
• The most important schooling research is going on based on data from a select number of states (see CALDER)
• Three lessons about schooling:– Teacher quality is the most important factor over which schools have
control– Teachers effectiveness varies considerably– Teacher credentials are weak, at best, predictors of teacher quality
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40%
19%
41%
Teacher-level variables
School-level variables
Class-level variables
Teacher Quality Appears to be Primarily “Unobservable”
3%
97%
Less Tangible Aspects of Teacher Quality
Easily Measurable Aspects of Teacher Quality
back
![Page 6: Linking Evidence to Practice: Data Systems That Can Be Used to Improve Teaching and Learning Dan Goldhaber University of Washington and Urban Institute](https://reader036.vdocuments.us/reader036/viewer/2022083009/5697c02c1a28abf838cd8f23/html5/thumbnails/6.jpg)
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Experience Levels
Estimated Teacher Effectiveness in Math by Experience Level
0
0.2
0.4
0.6
0.8
1
1.2
1.4
-1.5 -1 -0.5 0 0.5 1 1.5
Teacher EffectD
ensi
ty
1st year teachers
2nd year teachers
3rd year and beyond
Estimated Teacher Effectiveness in Reading by Experience Level
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
-1.5 -1 -0.5 0 0.5 1 1.5
Teacher Effect
Den
sity
1st year teachers
2nd year teachers
3rd year and beyond
1st year mean-2nd year mean: 0.059** sd2st year mean-3nd year plus mean: 0.026* sd
1st year mean-2nd year mean: 0.050* sd2st year mean-3nd year plus mean: 0.039** sd
back degrees NBCTs
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Degree Levels
Estimated Teacher Effectiveness in Reading by Degree Status
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
-1.5 -1 -0.5 0 0.5 1 1.5Teacher Effect
Den
sity
Hold Advanced DegreeBachelor's Degree only
Estimated Teacher Effectiveness in Math by Degree Status
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
-1.5 -1 -0.5 0 0.5 1 1.5Teacher Effect
Den
sity
Hold Advanced DegreeBachelor's Degree Only
Difference in means: .005 sd Difference in means: .014 sd
back experience NBCTs
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NBPTS Certification Status
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
-3 -2 -1 0 1 2 3
Estimated Teacher Effectiveness in Math
Den
sity
Does not holdcertification
Holds national boardcertification
Difference in means: 0.19** sd of teacher quality back degrees experience
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Bad Data = Limited or Bad Research + Wrong Answers
• In the absence of this linkage one cannot assess most teacher-based policies– Teachers and students are not randomly matched to
schools or classrooms• Miss impacts on subgroups• Aggregation bias• Matching process produces erroneous estimates of the impact of
teacher credentials
![Page 10: Linking Evidence to Practice: Data Systems That Can Be Used to Improve Teaching and Learning Dan Goldhaber University of Washington and Urban Institute](https://reader036.vdocuments.us/reader036/viewer/2022083009/5697c02c1a28abf838cd8f23/html5/thumbnails/10.jpg)
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Hurdles Associated with Student-Teacher Linkages
• FERPA
• Cost
• Politics
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Conclusions
• We could learn a great deal more about schooling than we do based on the data that are already collected– Data systems need to be able to talk with one another
• We can’t afford not to create data systems that allow us to emprical test the efficacy of schooling policies and practices– The student achievement costs of not having K-12
education be a learning system are not readily apparent, but they are real