Recent studies documenting that teachers are the most important school-based factor in driving student achievement base their analyses purely on student test scores. However, the purposes of schooling are much broader and multi-dimensional – schools should not only improve students’ numeracy and literacy skills but promote cognitive development in a range of areas and support students social-emotional development. This strand interfaces with Annenberg’s Center on Student Well-Being to explore how educators in schools influence student development more broadly.
Multiple Student Outcomes
Matthew Kraft. (2019). The Journal of Human Resources, 53(4), 1-36. http://jhr.uwpress.org/content/early/2017/09/01/jhr.54.1.0916.8265R3
David Blazar, Matthew Kraft. (2017). Educational Evaluation and Policy Analysis, 39(1), 146-170. https://doi.org/10.3102/0162373716670260
Matthew M. Kraft, Shaun M. Dougherty. (2013). Journal of Research on Educational Effectiveness, 6(3), 199-222
Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice
Heather C. Hill, Brian Rowan, Deborah Loewenberg Ball. (2005). American Educational Research Journal, 42, 371- 406. https://doi.org/10.3102/00028312042002371