Examining the relationship between teacher quality as an organizational property of schools and students' achievement and growth rates

Educational Administration Quarterly

Volumn 43, Issue 4, 2007, Pages 399-432

  Heck, Ronald H ^a  

^a UNIVERSITY OF HAWAII   (United States)

Author keywords

No child left behind; Social distribution of learning; Student achievement; Teacher qualifications; Teacher quality

Indexed keywords

EID: 34848852188     PISSN: 0013161X     EISSN: 15523519     Source Type: Journal    
DOI: 10.1177/0013161X07306452     Document Type: Article

References (86)

1. Alexander, K.L., McDill, E.L., Fennessy, J., & D' Amico, R.J. (1979). School SES influences-Composition or context? Sociology of Education, 52, 222-237.
2. Ballou, D. (1996). Do public schools hire the best applicants ? Quarterly Journal of Economics, 111, 97-134.
3. Bembry, K.L., & Schumacker, R.E. (2002). Establishing the utility of a classroom effectiveness index as a teacher accountability measure. Journal for Effective Schools, 1, 61-80.
4. Betts, J.R., Rueben, K.S., & Danenberg, A. (2000). Equal resources, equal outcomes? The distribution of school resources and student achievement in California San Francisco: Public Policy Institute of California.
5. Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006). How changes in entry requirement alter the teacher workforce and affect student achievement. Education Finance and Policy, 1, 176-216.
6. Bressoux, P., & Bianco, M. (2004). Long-term teacher effects on pupils' learning gains. Oxford Review of Education, 30, 327-345.
7. Burstein, L. (1992). The IEA study of mathematics III: Student growth and classroom processes. Elmsford, NY: Pergamon.
8. Cohen, D., & Hill, H. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102, 294-343.
9. Coleman, J.S., Campbell, E.Q., Hobson, C.J., McPartland, F., Mood, A.M., Weinfeld, F.D., et al. (1966). Equality of educational opportunity. Washington, DC: U.S. Office of Education.
10. Creemers, B. (1994). The effective classroom. London: Cassell.
11. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8 (1). Retrieved October 1, 2006, from http://epaa.asu.edu/epaa/v8n1/on
12. Darling-Hammond, L. (2004). The color line in American education: Race, resources, and student achievement. W. E. B. Du Bois Review: Social Science Research on Race, 1, 213-246.
13. Darling-Hammond, L. (2006). Securing the right to learn: Policy and practice for powerful teaching and learning. Educational Researcher, 35 (7). 13-24.
14. Darling-Hammond, L., Berry, B., & Thorenson, A. (2001). Does teacher certification matter? Evaluating the evidence. Educational Evaluation and Policy Analysis, 23, 57-77.
15. Education Trust. (2003). Telling the whole truth (or not) about highly qualified teachers. Retrieved February 13, 2007, from http://www.2.edtrust.org/ NR/rdonlyres/C638111D-04E3-4C0D-9F68-20E7009498A6/0/tellingthetruthteachers.pdf
16. Ehrenberg, R.G., & Brewer, D.J. (1994). Do school and teacher characteristics matter? Evidence from high school and beyond. Economics of Education Review, 13, 1-17.
17. Ehrenberg, R.G., & Brewer, D.J. (1995). Did teachers' verbal ability and race matter in the 1960s? Coleman revisited. Economics of Education Review, 14, 1-21.
18. Evertson, C.M., Hawley, W.D., & Zlotnik, M. (1985). Making a difference in educational quality through teacher education. Journal of Teacher Education, 36 (3). 2-12.
19. Ferguson, R.F. (1991). Paying for public education: New evidence on how and why money matters. Harvard Journal on Legislation, 28, 465-498.
20. Fetler, M. (1999). High school staff characteristics and mathematics tests results. Education Policy Analysis Archives, 7 (9). Retrieved May 25, 2007, from http://epaa.asu.edu/epaa/v7n9/
21. Fetler, M. (2001). Student mathematics achievement scores, dropout rates, and teachers' characteristics. Teacher Education Quarterly, 28 (1). 151-168.
22. Fuller, E.J. (1999). Does teacher certification matter? A comparison of TAAS performance in 1997 between schools with low and high percentages of certified teachers. Austin: Charles A. Dana Center, University of Texas, Austin.
23. Fuller, E.J., & Alexander, C. (2004, April). Does teacher certification matter? Teacher certification and middle school mathematics achievement in Texas. Paper presented at the national meeting of the American Education Research Association, San Diego, CA.
24. Goe, L. (2002). Legislating equity. The distribution of emergency permit teachers in California. Educational Policy Analysis Archives, 10 (42). Retrieved May 24, 2007 from http://epaa.asu.edu/epaa/v10n42/
25. Goldhaber, D.D. (2002). The mystery of good teaching. Education Next, 2 (1). 50-55.
26. Goldhaber, D.D., & Brewer, D.J. (1997). Evaluating the effect of teacher degree level on educational performance. In W. Fowler (Ed.), Developments in school finance, 1996 (pp. 197-210). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
27. Goldhaber, D.D., & Brewer, D.J. (2000). Does teacher certification matter? High school certification status and student achievement. Educational Evaluation and Policy Analysis, 22, 129-145.
28. Good, T.L., & Brophy, J.E. (1986). Teacher behavior and student achievement. In M. C. Whittrock (Ed.), Handbook of research on teaching (3 rd ed., pp. 570-602). New York: Macmillan.
29. Greenwald, R., Hedges, L., & Laine, R. (1996). The effect of school resources on student achievement. Review of Educational Research, 66, 361-396.
30. Guarino, C.M., Santibaez, L., & Daley, G.A. (2006). Teacher recruitment and retention. A review of the recent empirical literature. Review of Educational Research, 76, 173-208.
31. Hallinger, P., & Murphy, J. (1986). The social context of effective schools. American Journal of Education, 94, 328-355.
32. Hamilton, L., Klein, S., & McCaffrey, D. (2001, April). Exploring claims about student achievement using statewide tests. In D. Koretz (Organizer). New work on the evaluation of high-stakes testing programs. Symposium conducted at the National Council on Measurement in Education's annual meeting, Seattle, WA.
33. Hanushek, E.A. (1997). Assessing the effects of school resources on student performance: An update. Educational Evaluation and Policy Analysis, 19, 141-164.
34. Hanushek, E.A., Rivkin, S.G., & Taylor, L.L. (1996). Aggregation and the estimated effects of school resources. Review of Economics and Statistics, 78, 611-627.
35. Hawaii Department of Education. (2001). Standards implementation survey. Honolulu, HI: Author.
36. Hawaii Department of Education. (2006). Teacher employment report, 2005-2006. Honolulu, HI: Author.
37. Hawk, P.P., Coble, C.R., & Swanson, M. (1985). Certification: It does matter. Journal of Teacher Education, 36 (3). 13-15.
38. Heck, R.H. (2006). Assessing school achievement progress: Comparing alternative approaches. Educational Administration Quarterly, 42 (5). 1-33.
39. Hill, P.W., & Rowe, K.J. (1998). Modelling student progress in studies of educational effectiveness. School Effectiveness and School Improvement, 9, 310-333.
40. Hofmann, D.A., & Gavin, M.B. (1998). Centering decisions in hierarchical linear models: Implications for research on organizations. Journal of Management, 24, 623-641.
41. Jerald, C., & Ingersoll, R. (2002). All talk, no action: Putting an end to out-of-field teaching. Washington, DC: Education Trust.
42. Kane, T.J., Rockoff, J.E., & Staiger, D.O. (2007). Photo finish: Certification does not guarantee a winner. Education Next, 7 (1). 61-67.
43. Keller, B. (2006, August 30). In every core class, a qualified teacher. Education Week, 26 (1). 42-45.
44. Kupermintz, H. (2003). Teacher effects and teacher effectiveness. A validity investigation of the Tennessee value added assessment system. Educational Evaluation and Policy Analysis, 25, 287-298.
45. Laczko-Kerr, I., & Berliner, D.C. (2002). The effectiveness of "Teach for America" and other under-certified teachers on student academic achievement: A case of harmful public policy. Education Policy Analysis Archives, 10 (37). Retrieved May 20, 2007, from http://epaa.asu.edu/epaa/ v10n37/
46. Lee, V.E., & Bryk, A.S. (1989). A multilevel model of the social distribution of high school achievement. Sociology of Education, 62, 172-192.
47. Lee, V.E., & Burkam, D. (2003). Dropping out of high school: The role of school organization and structure. American Educational Research Journal, 40, 353-393.
48. Lee, V.E., Smith, J.B., & Croninger, R.G. (1997). How high school organization influences the equitable distribution of learning in mathematics and science. Sociology of Education, 70, 128-150.
49. McCaffrey, D.F., Lockwood, J.R., Koretz, D.M., & Hamilton, L.S. (2003). Evaluating value-added models for teacher accountability. Santa Monica, CA: RAND.
50. Mathews, J. (2003, June 2). The 100 best high schools in America. Newsweek, 141 (22). 49-54.
51. Miller, J., McKenna, M., & McKenna, B. (1998). A comparison of alternatively and traditionally prepared teachers. Journal of Teacher Education, 49 (3). 165-176.
52. Monk, D. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13, 125-142.
53. Monk, D., & King, J. (1994). Multi-level teacher resource effects on pupil performance in secondary mathematics and science: The role of teacher subject matter preparation. In R. G. Ehrenberg (Ed.), Contemporary policy issues: Choices and consequences in education (pp. 29-58). Ithaca, NY: ILR Press.
54. Mortimore, P. (1993). School effectiveness and the management of effective learning and teaching. School Effectiveness and School Improvement, 4, 290-310.
55. Murphy, J., & Hallinger, P. (1989). Equity as access to learning: Curricular and instructional treatment differences. Journal of Curriculum Studies, 21, 129-149.
56. Muthn, L., & Muthn, B.O. (1998-2006). Mplus user's guide. Los Angeles: Author.
57. Muthn, L., & Muthn, B.O. (2005). Growth modeling with latent variables. Los Angeles, Author. Retrieved September 10, 2006, from http://www.statmodel.com
58. National Center for Education Statistics. (1996). National assessments of teacher quality (Working Paper No. 96-24). Washington, DC: Government Printing Office.
59. National Center for Education Statistics. (2000). Monitoring school quality: An indicators report. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
60. National Center for Educational Statistics. (2005). Characteristics of the 100 largest: Public elementary & secondary school districts in the U.S. 2001-2. Retrieved April 22, 2006, from http://165.224.221.98/pubs2003/ 100_largest/tables/table_08_1.asp
61. National Commission on Teaching and American's Future. (1996). What matters most: Teaching for America's future. New York: Author.
62. No Child Left Behind Act of 2001, Public Law No. 107-110.
63. Nye, B., Konstantopoulos, S., & Hedges, L.V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26, 237-257.
64. Oakes, J. (2005). Keeping track: How schools structure inequality (2 nd ed.). New Haven, CT: Yale University Press.
65. Peugh, J.L., & Enders, C.K. (2004). Using an EM covariance matrix to estimate structural equation models with missing data: Choosing an adjusted sample size to improve the accuracy of inferences. Structural Equation Modeling: A Multidisciplinary Journal, 11, 1-19.
66. Raykov, T., & Marcoulides, G.A. (2000). A first course in structural equation modeling. Mahwah, NJ: Lawrence Erlbaum.
67. Riehl, C. (1999). Labeling and letting go: An organizational analysis of high school students who are discharged as dropouts. In Aaron Pallas (Ed.), Research in sociology of education and socialization (Vol. 12, pp. 231-268). Greenwich, CT: JAI.
68. Rivkin, S.G., Hanushek, E.A., & Kain, J.F. (2000). Teachers, schools, and academic achievement (Working Paper No. W6691). Cambridge, MA: National Bureau of Economic Research.
69. Rowan, B., Correnti, R., & Miller, R.J. (2002). What large-scale survey research tells us about teacher effects on student achievement: Insights from the Prospects study of elementary schools. Teachers College Record, 104, 1525-1567.
70. Rowe, K.J., & Hill, P.W. (1998). Modelling educational effectiveness in classrooms: The use of multilevel structural equations to model students' progress. Educational Research and Evaluation, 4, 307-347.
71. Rutter, M. (1983). School effects on pupil progress. Research findings and policy implications. In L. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 3-41). White Plains, NY: Longman.
72. Sanders, W., & Horn, S.P. (1998). Research findings from the Tennessee value-added assessment system (TVASS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, 247-256.
73. Shen, J. (1997). Has the alternative certification policy materialized its promise? A comparison between traditionally and alternatively certified teachers in the public schools. Educational Evaluation and Policy Analysis, 19, 276-283.
74. Shields, P.M., Esch, C.E., Humphrey, D.C., Young, V.M., Gaston, M., & Hunt, H. (1999). The status of the teaching profession: Research findings and policy recommendations (Report to the teaching and California's Future task force). Santa Cruz, CA: Center for the Future of Teaching and Learning.
75. Smith, T.M., Desimone, L.M., & Ueno, K. (2005). "Highly qualified" to do what? The relationship between NCLB teacher quality mandates and the use of reform-oriented instruction in middle school mathematics. Educational Evaluation and Policy Analysis, 27 (1). 75-109.
76. Stodolsky, S.S. (1996). Should SASS measure instructional processes and teacher effectiveness? In J. Mullins & D. Kasprzyk (Eds.), The schools and staffing survey: Recommendations for the future (pp. 1-18). Washington, DC: U.S. Department of Education.
77. Strauss, R.P., & Sawyer, E. (1986). Some new evidence on teacher and student competencies. Economics of Education Review, 5 (1). 41-48.
78. Teddlie, C., Kirby, P.C., & Stringfield, S. (1989). Effective versus ineffective schools: Observable differences in the classroom. American Journal of Education, 97, 221-236.
79. Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. London: Falmer.
80. Teddlie, C., Reynolds, D., & Sammons, P. (2000). The methodology and scientific properties of school effectiveness research. In C. Teddlie & D. Reynolds (Eds.), The international handbook of school effectiveness research (pp. 55-133). London: Falmer.
81. Walsh, K. (2001). Teacher certification reconsidered: Stumbling for quality. Baltimore, MD: Abell Foundation.
82. Wenglinksy, H. (2002). How schools matter. The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10 (12). Retrieved February, 12, 2007, from http://epaa.asu.edu/epaa/ v10n12/
83. Willms, J.D. (1992). Monitoring school performance: A guide for educators. London: Falmer.
84. Wilson, S., Floden, R., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations (Report prepared for the U.S. Department of Education). Seattle: University of Washington, Center for the Study of Teaching and Policy.
85. Witte, J., & Walsh, D. (1990). A systematic test of the effective schools model. Educational Evaluation and Policy Analysis, 12, 188-212.
86. Wright, S.P., Horn, S.P., & Sanders, W.L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67.