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Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools

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Abstract

The study investigated several teacher characteristics, with a focus on two measures of teaching experience, and their association with second grade student achievement gains in low performing, high poverty schools in a Mid-Atlantic state. Value-added models using three-level hierarchical linear modeling were used to analyze the data from 1,544 students, 154 teachers, and 53 schools. Results indicated that traditional teacher qualification characteristics such as licensing status and educational attainment were not statistically significant in producing student achievement gains. Total years of teaching experience was also not a significant predictor but a more specific measure, years of teaching experience at a particular grade level, was significantly associated with increased student reading achievement. We caution researchers and policymakers when interpreting results from studies that have used only a general measure of teacher experience as effects are possibly underestimated. Policy implications are discussed.

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Notes

  1. Title I is a federal program that is designated to specific schools with high percentages of poor students and provides schools additional funding opportunities to assist students in meeting academic benchmarks.

  2. We refer to readily measured characteristics that form a teacher’s credentials and not teacher behaviors, attitudes, and practices.

  3. Highly qualified teachers are defined as those teachers having at least a bachelor’s degree, full state certification or licensure, and proof that they know the subject they teach (U.S. Department of Education, 2004).

  4. Gains resulting from teacher experience were larger in the area of mathematics.

  5. Over 12 schools only received the RF grant beginning 2006.

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Authors and Affiliations

  1. University of Virginia, Charlottesville, USA

    Francis L. Huang & Tonya R. Moon

  2. Curry School of Education, University of Virginia, P.O. Box 4829, Charlottesville, VA, 22905-4829, USA

    Francis L. Huang

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  1. Francis L. Huang
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Correspondence to Francis L. Huang.

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Huang, F.L., Moon, T.R. Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools. Educ Asse Eval Acc 21, 209–234 (2009). https://doi.org/10.1007/s11092-009-9074-2

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