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Amanda Gladin-Kramer
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1 Teacher Effectiveness: The Conditions t hat Matter Most and a Look to the Future Barnett Berry with Alesha Daughtrey & Alan Wieder March 2010 The Teacher Effectiveness Debate Over the last decade, policy and business leaders have come to know what parents have always known: teachers make the greatest difference to student achievement. With new statistical and analytical methods used by a wide range of researchers, evidence has been mounting that teacher quality can account for a large share of variance in student test scores. 1 The evidence on the distribution of qualified and effective teachers is also clear Ñ and the findings are not good. Teachers who have met the demanding standards of National Board Certification and those who have generated higher Òval ue-addedÓ student achievement gains are far less likely to teach economically disadvantaged and minority students. 2 As a result, high -poverty schools are more likely to be beset with teaching vacancies in math and special education, 3 and much more likely to staff classrooms with out -of-field, inexperienced and less -prepared teachers. 4 Simply stated, the teaching quality gap explains much of the student achievement gap. While most researchers and policy analysts agree about the primary role that teachers pl ay in advancing student achievement, 5 they are often at odds over the best means to identify effective teachers and improve teaching effectiveness. Despite the growing complexity of teaching in the 21 st century, some journalists have gone so far as to pro pose that effective teachers are born, not made Ñ and the key to school reform is attracting more of the ÒrightÓ people into teaching; and then judging them after they enter teachin g on the basis of how well their students score on standardized tests. 6 Fo r them the mark of an effective teacher is whether or not their students achieve one yearÕs worth of academic gain from September to June on an externally developed, multiple -choice test. Checker Finn, a strong proponent of deregulating teaching, argued th at in considering teacher effectiveness: States should insist on subject knowledge [of a recruit] but otherwise open up entry into teaching. Let the market generate both quality and quantity. Decentralize personnel decisions to individual schoolsÉ.[and] th en hold schools accountable for their results, with teacher performance judged by what students learn on standardized tests. 7 For Finn and many other vocal opinion -makers, school reform in high -needs schools is best driven by young, intellectually and acad emically talented teachers, like the Teach for America (TFA) corps members who teach for a few years before they move on to more ambitious or lucrative careers. 8 There is no doubt that the 4,000 teachers TFA recruited to teaching last year brought much -needed energy and enthusia sm to many of the nationÕs high -needs schools. 9 Indeed, a January 2010 article by journalist Amanda Ripley in Atlantic Monthly cited a
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