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Teacher quality assessment commonly includes reviews of qualifications, tests of teacher knowledge, observations of practice, and measurements of student learning gains. [1] [2] Assessments of teacher quality are currently used for policymaking, employment and tenure decisions, teacher evaluations, merit pay awards, and as data to inform the professional growth of teachers.
These tests align with state curriculum and link teacher, student, district, and state accountability to the results of these tests. Proponents of NCLB argue that it offers a tangible method of gauging educational success, holding teachers and schools accountable for failing scores, and closing the achievement gap across class and ethnicity. [35]
This research is complemented by Dee's study of the impact of being taught by a teacher of the same gender, which he finds to significantly improve the achievements of both male and female students as well as teachers' perceptions of student performance and engagement. [13] [14]
Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.
This led to the conclusion that teacher expectations, particularly for the youngest children, can influence student achievement. Rosenthal believed that even attitude or mood could positively affect the students when the teacher was made aware of the "bloomers."
In reading and writing classes, male students are often behind female students in terms of achievement. Therefore, male students are more likely to get more teacher attention, and this extra interaction could give males an advantage in terms of future achievement. The second view is that teachers demand more of and show more respect toward ...
In other research with Demetra Kalogrides and Tara Béteille, Loeb observes that principal turnover generally decreases school performance by reducing teacher retention and depressing student achievement gains, with the effect being particularly pronounced in high-poverty or low-achieving schools as well as in schools with inexperienced ...
The first phase, termed Project STAR (Student-Teacher Achievement Ratio), [8] randomly assigned teachers and students to three groups, “small” (13 to 17), “regular” (22 to 25) classes with a paid aide, and “regular” (22 to 25) classes with no aide. In total some 6,500 students in about 330 classrooms at approximately 80 schools ...