Good Teaching Matters
Author: Haycock, K.
Publisher: Education Trust
Publication Date: 1998, Summer
Journal: Thinking K-16
Journal Volume: 3(2)
Full text available online at: http://www2.edtrust.org/NR/rdonlyres/0279CB4F-B729-4260-AB6E-359FD3C374A7/0/k16_summer98.pdf
Abstract (written by WestEd)
According to Haycock, "If education leaders want to close the achievement gap, they must focus, first and foremost, on developing qualified teachers." Then they must distribute teachers equitably among schools so that the more affluent schools do not have the more qualified teachers and higher-poverty schools do not have so many underqualified teachers. Haycock cites other studies to show how teachers are not equitably distributed among schools and districts, as well as the long-range effects of higher- and lower-qualified teachers on student achievement.
In a review of other research, Haycock concludes that the least effective teachers produced gains of about 14 percentile points during the school year for low-achieving students, while the most effective teachers posted gains for similar students of 53 percentile points. Another study indicated that students assigned to ineffective teachers three years in a row declined an average of 42 percentile points in reading compared to a 76 percentile point gain for effective teachers.
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