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Many people, experiences and structures contribute to an individual student’s achievement. Increasingly, the contribution of teachers has become a focal point as a number of studies have found large differences in teachers’ effectiveness at increasing student achievement. For example, Robert Gordon, Kane, and Douglas O. Staiger (2006) ranked teachers according to their historical ability to raise student achievement growth and found that students assigned to a top-quartile ranked teacher scored ten percentile points higher on standardized tests of achievement than otherwise similar students assigned a bottom-quartile ranked teacher. Other researchers have found similar-sized variation in teacher effects on student achievement (Jonah E. Rockoff 2004; Steven Rivkin, Eric Hanushek, and John Kain 2005; Daniel Aaronson, Lisa Barrow, and William Sander 2007). Unfortunately, beyond experience in the classroom, little is known about which skills, characteristics, and practices of a teacher cause these observed differences. This knowledge gap curtails the policy and management levers available for creating an effective teacher work force. In this paper we provide initial evidence on the relationship between classroom management and instructional skills and gains in student achievement. We do so using data from the Cincinnati Public School (CPS) system which, Using Student Performance Data to Identify Effective Classroom Practices |
