[Reading-hall-of-fame] Fwd: [elladvocates] new study: the importance of experienced teachers

Fri May 17 18:30:34 BST 2019

I'm sharing research related to the importance of experienced
teachers......    Yetta Goodman

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From: Pete Farruggio pfarr at berkeley.edu [elladvocates] <
elladvocates at yahoogroups.com>
Date: Fri, May 17, 2019 at 8:51 AM
Subject: [elladvocates] new study: the importance of experienced teachers
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This recent report from the Learning Policy Institute, based in Stanford
University and directed by Linda Darling-Hammond, confirms what has been
shown in several previous studies: Black and brown students learn better
with experienced, well prepared teachers. By the way, the research team
includes Sean Reardon, another excellent researcher.

Among their findings, they note that some districts, especially small rural
districts, have difficulty recruiting and retaining well prepared teachers
because of distance from colleges of education and SCARCITY OF RESOURCES.
Doesn’t scarcity of resources for the classroom sound like Oakland? Unfair
debt payments, squandering of funds on useless consultants, a bloated and
overpaid administrative staff, an excessive number of charter schools, and
constant cuts to school budgets have created an unattractive work
environment for teachers. Experienced teachers who want to be effective
with minority children are usually savvy enough to realize that the
difficult conditions in Oakland will frustrate their efforts. Even 20 years
ago, when I was preparing new teachers for urban Bay Area districts, very
few of my dedicated, more talented students accepted positions in Oakland
because of the negative conditions they had witnessed during their field
training. Things have only worsened since then.

Here is a link to the policy brief, followed by some excerpts:

https://learningpolicyinstitute.org/sites/default/files/product-files/Positive_Outliers_Quantitative_BRIEF.pdf

Predictors of Student Achievement

Next, we examine the factors most strongly associated with the achievement
of African American, Hispanic, and White students. After controlling for
the socioeconomic status of students’ families and district characteristics
(such as size and demographic composition) in our regression analysis, we
find that teacher qualifications are the most important school-related
predictors of student achievement. Most significant among these is the
preparedness of teachers. We find that the percent of teachers holding
substandard credentials is significantly and negatively associated with
student achievement. In these districts, for every 10% increase in the
percentage of teachers with permit, waiver, or intern credentials, the
average achievement for students of color is lower, on average, by
approximately 0.10 standard deviations. For White students, every 10%
increase in the percentage of teachers teaching on substandard credentials
is associated with decreasing their achievement by nearly .07 standard
deviations.

In addition, teachers’ average experience level within a district is
positively associated with achievement for African American and Hispanic
students. Teachers’ salaries, which are typically associated with the
quality of teachers recruited and retained, make a positive but not
statistically significant difference in achievement. This finding reflects
other research showing that teachers are often considered to be the most
important within-school contributors to student achievement.2 We recognize
that qualities such as teacher preparation and experience are also
associated with other variables that influence staff recruitment and
retention and may signal broader differentials in teaching and learning
conditions. For example, districts in rural areas with less proximity to
schools of education and many amenities struggle to recruit and retain
teachers, as do under-resourced communities, which often struggle as well
to retain strong principals and provide sufficient teaching resources.
These places that are difficult for teachers to work in and difficult for
students to learn in may feel they need to hire more teachers on
substandard credentials because relatively few teachers want to work in the
district

Conclusion

These analyses indicate that a substantial number of districts in
California are outperforming expectations for their students’ achievement
on the state’s new, more rigorous assessments, which more fully measure
deeper learning. Aside from socioeconomic status of students, a major
predictor of student achievement is the preparedness of teachers.
Underprepared teachers—those teaching on emergency permits, waivers, and
intern credentials—have a significant negative effect on achievement for
all students, and an especially large effect on students of color.This is a
particularly important finding at this moment in California, where severe
teacher shortages have created a large influx of underprepared teachers,
which has dramatically increased since 2015. In 2017–18, the Teacher
Credentialing Commission authorized more than 12,000 substandard permits
and credentials, representing about half of the entering workforce in that
year.7 These underprepared teachers are disproportionately assigned to
schools serving the largest shares of students of color and students from
low-income families throughout the state.8Districts that have been able to
avoid the effects of widespread teacher shortages by recruiting and
retaining fully prepared teachers are much more likely to produce strong
student achievement for African American and Hispanic students as well as
for White students. Our results highlight the importance of investing in
preparing and keeping quality teachers.

-- 
Pete Farruggio, PhD
Associate Professor, Bilingual Education (retired)
University of Texas Rio Grande Valley

__._,_.___
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Posted by: Pete Farruggio <pfarr at berkeley.edu>
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__,_._,___

-- 

*Yetta Goodman, Regents Professor Emerita*
*University of Arizona, College of Education*
*home address:  7914 S Galilleo Lane, **Tucson AZ.85747-9609*

*http://www.retrospectivemiscue.com <http://www.retrospectivemiscue.com/>*

*No child needs to be motivated to learn. To learn is their trade.*
*They can't stop learning because they can't stop growing.*
*             Emilia Ferreiro, 2003 *

*Every time we teach a child something, we keep him/her from *
*inventing it. On the other hand, that which we allow **him/her **to*
*discover will remain visible for **the rest of his/her life. *
*               Jean Piaget*
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