Evidence
that teachers’ short-term instructional effects persist over time and
predict substantial long-run impacts on students’ lives provides much of
the impetus for a wide range of educational reforms focused on
identifying and responding to differences in teachers’ value-added to
student learning. However, relatively little research has examined how
the particular types of knowledge or skills that teachers impart to
students contribute to their longer-term success.
This article investigates the persistence of teachers’ value-added effects on student learning over multiple school years and across subject areas.
The study finds that, in comparison with math teachers, English language arts (ELA) teachers’ impacts on same-subject standardized achievement scores are smaller in the year of instruction, but that teacher-induced gains to ELA achievement appear to reflect more broadly applicable skills that persist in supporting student learning in the long run across disciplines.
The results highlight important variation in the quality of teacher-induced learning for long-run success, distinct from the variation across teachers in more typically measured short-term learning effects.
This article investigates the persistence of teachers’ value-added effects on student learning over multiple school years and across subject areas.
The study finds that, in comparison with math teachers, English language arts (ELA) teachers’ impacts on same-subject standardized achievement scores are smaller in the year of instruction, but that teacher-induced gains to ELA achievement appear to reflect more broadly applicable skills that persist in supporting student learning in the long run across disciplines.
The results highlight important variation in the quality of teacher-induced learning for long-run success, distinct from the variation across teachers in more typically measured short-term learning effects.
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