Two teacher quality measures and the role of context: evidence from Chile |
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| Authors: | Maria Veronica Santelices Edgar Valencia Jorge Gonzalez Sandy Taut |
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| Institution: | 1.Facultad de Educación, Pontificia Universidad Católica de Chile,Santiago,Chile;2.Santiago,Chile;3.Ontario Institute for Studies in Education,University of Toronto,Toronto,Canada;4.Facultad de Matemáticas, Departamento de Estadística,Pontificia Universidad Católica de Chile,Santiago,Chile;5.Escuela de Psicología, Centro de Medición MIDE UC,Pontificia Universidad Católica de Chile,Santiago,Chile |
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| Abstract: | This research examines empirically the relationship between two measures of teacher quality: one based on professional standards and a second one using teacher value-added estimates. It also studies the extent to which teacher observable characteristics, such as teacher training variables, are associated to better performance on either of these measures and whether any of these two assessments is able to effectively measure teacher quality isolated from the effect of the context where teachers work. Context in this article is defined as any variable that is not under the direct control of the teacher but plays an important role on student learning and we believe is captured by school and municipal variables. The study uses hierarchical linear models and information from national and standardized assessments from Chile, specifically from the municipal education sector. Results show a small correlation between the two measures of teacher quality, in the lower end of results from previous studies conducted in the USA, and suggest that there is only a limited relationship between both measures of teacher quality. Teacher initial education type and professional development were statistically associated only to the standard-based measure of teacher quality. Context (both the school and municipal levels) plays an important role in the teacher effect measure, and in the standard-based measures, therefore, we conclude that neither of these measures are context-free. We expect that these results will contribute to the discussion about how to best measure teacher quality and how to evaluate teacher performance both in Chile and other parts of the world. |
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