Evidence shows that student achievement depends at least in part on the quality of teachers, but what aspects of quality matter most? And what policies are most cost-effective for promoting teacher quality? On May 1 at Northwestern University's Norris Center, a conference on the topic of "Teacher Quality: Broadening and Deepening the Debate" will examine the research on teacher quality and explore promising new lines of inquiry. The conference, which will bring together scholars and researchers from across the nation, is funded by the Institute of Education Sciences (IES).
Panel discussions, chaired by leading scholars, will address four important dimensions of teacher quality: teacher effects, teaching effects, teacher labor markets and policy options.
"Teacher Effects: What Do We Know What Do We Need to Learn?" will focus on evidence related to how much teachers affect student achievement and indicators of teacher quality related to student achievement. Helen Ladd, professor of Public Policy Studies and Economics at Duke University, will give a presentation on teacher effects, followed by response from a panel led by Northwestern professor of statistics and social policy Larry Hedges.
Robert Pianta, dean of the Curry School of Education at the University of Virginia, will give a presentation on "Looking Inside Classrooms: What Do We Know about Quality Teaching?" Afterward, Deborah Ball, dean of the school of education at the University of Michigan, will lead a panel on this topic to review evidence about quality teaching, specifically which aspects of classroom teaching are linked to student achievement.
|Teacher labor markets
Susanna Loeb, a professor of education at Stanford University who specializes in the economics of education, will give a presentation on "Teacher Labor Markets." A panel, led by University of Chicago professor of economics Derek Neal, will review what is known about teacher labor markets and how they affect the quality of the teachers students have.
Last Modified: 8/14/09