Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement |
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| Institution: | 1. Harvard University, Harvard Kennedy School, 79 JFK St., Cambridge, MA 02140, United States\n;2. College Board, 1919 M Street NW, Suite 300, Washington, DC 20036, United States\n;1. RAND Corporation, 1200 South Hayes Street, Arlington, VA 22202, United States;2. Amazon.com, Inc., Terry Avenue North, Seattle, WA 98109, United States;3. Brown University, 164 Angell Street, Providence, RI, United States |
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| Abstract: | Recent investigations into the education production function have moved beyond traditional teacher inputs, such as education, certification, and salary, focusing instead on observational measures of teaching practice. However, challenges to identification mean that this work has yet to coalesce around specific instructional dimensions that increase student achievement. I build on this discussion by exploiting within-school, between-grade, and cross-cohort variation in scores from two observation instruments; further, I condition on a uniquely rich set of teacher characteristics, practices, and skills. Findings indicate that inquiry-oriented instruction positively predicts student achievement. Content errors and imprecisions are negatively related, though these estimates are sensitive to the set of covariates included in the model. Two other dimensions of instruction, classroom emotional support and classroom organization, are not related to this outcome. Findings can inform recruitment and development efforts aimed at improving the quality of the teacher workforce. |
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