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Cumulative and Residual Effects of Teachers on Future Student Academic Achievement

June 1, 2016
By William L. Sanders and June C. Rivers

The Tennessee Value-Added Assessment System was designed and has been demonstrated to be an efficient and effective method for determining individual teachers’ influence on the rate of academic growth for student populations.

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The Tennessee Value-Added Assessment System was designed and has been demonstrated to be an efficient and effective method for determining individual teachers’ influence on the rate of academic growth for student populations. The purpose of this research report is to present the preliminary results of estimates of cumulative teacher effects in mathematics from grades 3 to 5 using the data from two of Tennessee’s larger metropolitan systems. Among this report’s findings:

  • Differences in student achievement of 50 percentile points were observed as a result of teacher sequence after only three years.
  • The effects of teachers on student achievement are both additive and cumulative with little evidence of compensatory effects.
  • As teacher effectiveness increases, lower achieving students are the first to benefit. The top quintile of teachers facilitate appropriate to excellent gains for students of all achievement levels.
  • Students of different ethnicities respond equivalently within the same quintile of teacher effectiveness.
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Education