Experienced teachers make a difference in student
performance, but their experience matters most if they have continued to teach
the same grade, according to a new study by a University of Illinois at Chicago
researcher.
Students whose teachers have not switched grades show
greater improvement in test scores than students in similar classrooms with
equally experienced teachers who switched grades frequently. The study is
published in the April print edition and online in the American Economic
Journal: Applied Economics.
“The results demonstrate that part of teacher improvement is
due to specific knowledge and skills regarding a particular grade,” says study
author Ben Ost, UIC assistant professor of economics.
“Switching teachers around prevents them from applying this
knowledge and skill.”
On average, teachers improve as they gain experience, Ost
said, but the rate of improvement is faster if they continue to teach in the
same grade.
“This means that if two teachers start off as equally
effective, the one that repeatedly teaches the same grade will become a more
effective teacher over time,” Ost said.
The study looked at approximately 500,000 students in grades
3-5 in North Carolina. The North Carolina Educational Research Data Center
compiled the data.
Similar studies had found that teachers generally improve
with experience, but none had investigated whether improvement depended on what
grade the teacher taught, Ost said.
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