2008 Study on Teacher Quality & School Improvement in Texas Secondary Schools
ATPE contracted with Dr. Ed. Fuller, a noted researcher at the University of Texas at Austin, to examine the correlation between teacher quality and academic performance. The study has both quantitative and qualitative components. The purpose of the study was to:
- Identify high-performing and low-performing elementary, middle and high schools in Texas;
- Document the teacher quality characteristics of high-performing and low-performing elementary, middle and high schools in Texas; and,
- Investigate the strategies and policies used by high-performing schools to improve student achievement, with a particular focus on efforts to improve teacher quality.
Methodology
The quantitative part of the study involved an analysis of data from 2003-07 for the top 50 (academic performance) elementary, middle and high schools in Texas. The following characteristics were examined for each group of campuses: campus rating, percentage of all students passing all tests, dropout rate (high school), teacher turnover rate, percentage of novice teachers, percentage of teachers in-field and percentage of teachers not certified.
The qualitative part of the study involved in-depth interviews with principals and staff at high-performing schools to determine what factors they contribute to their campuses’ success over the five-year period.
Implications
The topic of teacher quality will likely be a key issue during the 81st legislative session. Since the data analysis for this study is the most expansive on the topic to date, ATPE feels confident that the information will add to the debate and hopefully help shape policy going forward.
Download the study now (2MB PDF).
If you have questions or comments regarding the study, please contact ATPE Public Relations Director Larry Comer at
lcomer@atpe.org.
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