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Determining the correlation of effective middle school math teachers and math student achievement

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jocelyn B. Becoats (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Carl Lashley

Abstract: This study determined whether there was a significant relationship between teacher effect data in middle school mathematics and a teachers years of experience and whether there was a significant relationship between an effective teacher as measured by the total score on the Haberman instrument and teacher effect scores as measured by SAS EVAAS, value added data as noted by the End of Grade results in middle school mathematics. Teachers were grouped by their years of experience and placed into two different cohorts. Teachers were also grouped by their total scores on the Haberman interview tool and then these results were merged together to determine any significant relationship. All End of Grade test scores in 2008 for children in grades 6-8 in the Guilford County School System were used to match with specific teachers to determine the value added data for these individuals. This data is obtained from the SAS Institute in Cary, North Carolina. A few descriptive analyses were conducted to demonstrate the relationship between Haberman Scores and teachers' years of experience with the growth students made from that particular teacher. The results of this study hinged on the accuracy of the value added assessment formula and the assumptions of the general linear model. Although there was not a significant difference between the years of experience and teacher effect data, the data indicated that the more experience a teacher had the higher their mean of student growth. Additionally, the data indicates that there is no significant relationship between an effective teacher as measured by the score on the Haberman instrument and the teacher effect scores as measured by SAS EVAAS data. While the average growth on the Math 2008 scores increased by 1 point or so, the difference is not significant enough to see that a teachers' score on the Haberman test has any validity to increasing student proficiency in middle school math. The results of this study could be used by this or any other school system to look at the process used to place teachers in the front of our classrooms. Our children are our most precious commodity and their future begins with us.

Additional Information

Language: English
Date: 2009
Haberman Interviewing Instrument, Math Student Achievement, Value-Added Data
Mathematics $x Study and teaching (Middle school)
Teacher effectiveness.
Academic achievement.
Teachers $x Rating of.