Bachelor of Arts
Education reform, No Child Left Behind, Teachers, Test scores, U.S. politics, Education policy
Are teacher characteristics a significant factor in student learning? If so, which characteristics are effective? An original analysis of reading test scores of 5,000 fourth graders across the United States confirmed the difficulties researchers face when measuring teacher quality; it appears to account for only small variations in scores. Given the complexity, first, of the politics of "teacher quality" and, second, the improvement of primary education in the U.S., I offer some modest recommendations.
Brown, Anna Elisabeth, "Getting Ahead or Left Behind? The Politics and Policy of Education Reform in the United States" (2011). Honors Papers. 400.