TY  - JOUR
AU  - Kane,Thomas J.
AU  - Taylor,Eric S.
AU  - Tyler,John H.
AU  - Wooten,Amy L.
TI  - Identifying Effective Classroom Practices Using Student Achievement Data
JF  - National Bureau of Economic Research Working Paper Series
VL  - No. 15803
PY  - 2010
Y2  - March 2010
UR  - http://www.nber.org/papers/w15803
L1  - http://www.nber.org/papers/w15803.pdf
N1  - Author contact info:
Thomas J. Kane
Harvard Graduate School of Education
Center for Education Policy Research
50 Church St., 4th Floor
Cambridge, MA 02138
Tel: 617/496-4359
E-Mail: kaneto@gse.harvard.edu

Eric S. Taylor
Stanford University
E-Mail: eswt@stanford.edu

John H. Tyler
Box 1938
340 Brook Street
Brown University
Providence, RI  02912
Tel: 401/863-1036
Fax: 401/863-1276
E-Mail: john_tyler@brown.edu

Amy L. Wooten
Harvard Graduate School of Education
50 Church St., 4th Floor
Cambridge, MA  02138
E-Mail: amy_wooten@mail.harvard.edu
AB  - Recent research has confirmed both the importance of teachers in producing student achievement growth and in the variability across teachers in the ability to do that. Such findings raise the stakes on our ability to identify effective teachers and teaching practices. This paper combines information from classroom-based observations and measures of teachers’ ability to improve student achievement as a step toward addressing these challenges. We find that classroom based measures of teaching effectiveness are related in substantial ways to student achievement growth. Our results point to the promise of teacher evaluation systems that would use information from both classroom observations and student test scores to identify effective teachers. Our results also offer information on the types of practices that are most effective at raising achievement.
ER  -