教师对学生成绩和身高的影响:一个警告故事
Marianne Bitler1, Sean Corcoran2, Thurston Domina3
1UC Davis & NBER.
Journal of research on educational effectiveness
|January 26, 2024
概括
增值模型可能会高估教师的有效性. 无法解释的课堂变化,而不是教师的影响,对学生身高产生了很大的估计影响,这是教师无法影响的因素. 精细的模型显示,教师对身高的影响为零.
科学领域:
- 教育测量教育的测量
- 教育领域的统计数据
背景情况:
- 增值模型 (VAMs) 被广泛用于估计教师的有效性.
- 由于潜在的混因素,人们对VAM的有效性存在担忧.
- 教师对非学术成果的影响尚不清楚.
研究的目的:
- 通过检查教师对学生身高的影响来调查VAM的有效性,这是教师无法影响的结果.
- 识别常用VAM中偏差的来源.
- 评估VAM用于估计教师有效性的可靠性.
主要方法:
- 将标准增值模型应用于纽约市学生数据.
- 分析了教师对学生身高的影响,并将其与对数学和阅读成绩的影响进行了比较.
- 研究了潜在的解释,包括学生-教师分类和课堂级别的变化.
- 利用模型来解开持久和短暂的课堂效应.
主要成果:
- 标准VAM对学生身高产生了很大的,统计学上显著的教师影响,与对学业成绩的影响相似.
- 没有证据表明学生根据先前的身高对教师进行排序.
- 跨年教师对身高的影响和身高与成绩影响之间的相关性是微不足道的.
- 短暂的课堂变化,而不是持久的教师影响,推动了对身高的巨大估计影响.
结论:
- 通常使用的VAM可能会产生对教师有效性的误导性估计,原因是未解决的课堂级别差异.
- 在身高等非学术成果上的教师附加值理论上应该为零.
- 考虑到短暂的课堂效应的模型证实,教师对学生身高的影响不存在,支持在研究环境中使用它们.
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