First- and second-year teachers' students gain roughly 20 percent of a standard deviation less than students of more experienced teachers¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2007: baselines and conditions change

Subclaims¶

q2 i1 New teachers' average student gains in 4th and 5th grades are lower by roughly 20 percent of a standard deviation than those of more experienced teachers. → experience-1

Evidence¶

Laczko-Kerr 2002¶

Laczko-Kerr, I., & Berliner, D. C. (2002, September 6). 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). http://epaa.asu.edu/epaa/v10n37/

q2 · i1 · causal · r2

This review article reports, citing Rivkin, Hanushek and Kain (2000), a Texas achievement-gain analysis. The printed magnitude — student gains "lower by roughly 20 percent of a standard deviation" in 4th and 5th grades — corresponds to a small effect at the d = 0.2 boundary, described as a small but significant relationship.

"The teacher experience investigation concentrates on entering teachers and supports the notion that those in the first two years of experience do worse than more experienced teachers. New teachers' average student gains are lower by roughly 20 percent of a standard deviation in both 4th and 5th grades"

Discussion¶

Related Claims¶

• Students of under-certified teachers made about 20% less academic growth per year than students of regularly certified teachers
• TFA teachers in their first two years of teaching are more effective than more experienced non-TFA teachers in the same schools
• Teacher-student relationships show an average achievement relation of about one-quarter of a standard deviation, smaller for standardized achievement measures — related