The Educated Reporter: What the teacher research DOESN'T say.:
"In his education speech to the Hispanic Chamber of Commerce in March, President Obama said, “From the moment students enter a school, the most important factor in their success is not the color of their skin or the income of their parents. It’s the person standing at the front of the classroom.”
To put it bluntly: “He’s wrong.”
That assessment comes from noted teacher quality researcher Dale Ballou at Vanderbilt’s National Center on Performance Incentives. As well, Doug Harris at University of Wisconsin, Doug Staiger at Dartmouth—and, well, those are just the first three I called. Not that any of them have any dearth of concern about the variance in teacher quality, or the power of a good teacher to drive improvement. But they agree that in their speeches and writing, politicians, policy makers and journalists often misrepresent what, exactly, the evidence has shown."
Which is: Of the various factors inside school, teacher quality has had more effect on student scores than any other that has been measured. (Principal quality: Nobody’s effectively isolated this yet, that I know of, but I’d venture to guess it makes as much if not more of a difference.) And that an effective teacher can move students of all backgrounds forward. Certainly nobody has ever proven that good teaching matters more than, say, genetic endowment, or home environment.
Linda Perlstein
Location: Washington, DC
As public editor for the Education Writers Association, I help journalists improve coverage of schools and children. I am a former staff writer for The Washington Post and the author of two books, Tested: One American School Struggles to Make the Grade and Not Much Just Chillin': The Hidden Lives of Middle Schoolers.
"In his education speech to the Hispanic Chamber of Commerce in March, President Obama said, “From the moment students enter a school, the most important factor in their success is not the color of their skin or the income of their parents. It’s the person standing at the front of the classroom.”
To put it bluntly: “He’s wrong.”
That assessment comes from noted teacher quality researcher Dale Ballou at Vanderbilt’s National Center on Performance Incentives. As well, Doug Harris at University of Wisconsin, Doug Staiger at Dartmouth—and, well, those are just the first three I called. Not that any of them have any dearth of concern about the variance in teacher quality, or the power of a good teacher to drive improvement. But they agree that in their speeches and writing, politicians, policy makers and journalists often misrepresent what, exactly, the evidence has shown."
Which is: Of the various factors inside school, teacher quality has had more effect on student scores than any other that has been measured. (Principal quality: Nobody’s effectively isolated this yet, that I know of, but I’d venture to guess it makes as much if not more of a difference.) And that an effective teacher can move students of all backgrounds forward. Certainly nobody has ever proven that good teaching matters more than, say, genetic endowment, or home environment.
Linda Perlstein
Location: Washington, DC
As public editor for the Education Writers Association, I help journalists improve coverage of schools and children. I am a former staff writer for The Washington Post and the author of two books, Tested: One American School Struggles to Make the Grade and Not Much Just Chillin': The Hidden Lives of Middle Schoolers.
