Can You Recognize an Effective Teacher When You Recruit One?
Abstract
Research on the relationship between teacher characteristics and teacher effectiveness has been underway for over a century, yet little progress has been made in linking teacher quality with factors observable at the time of hire. To extend this literature, we administered an in-depth survey to new math teachers in New York City and collected information on a number of nontraditional predictors of effectiveness, including teaching-specific content knowledge, cognitive ability, personality traits, feelings of self-efficacy, and scores on a commercially available teacher selection instrument. We find that only a few of these predictors have statistically significant relationships with student and teacher outcomes. However, the individual variables load onto two factors, which measure what one might describe as teachers' cognitive and noncognitive skills. We find that both factors have a moderately large and statistically significant relationship with student and teacher outcomes, particularly with student test scores.
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Novice and early-career teachers are less effective than their more experienced peers.
“Studies find that novice and early-career teachers are less effective than their more experienced peers (Clotfelter, Ladd, & Vigdor, 2007; Rockoff, Jacob, Kane, & Staiger, 2011; Wayne & Youngs, 2003) and that, on average, individual teachers make rapid gains in effectiveness during the first several years on the job (Boyd, Lankford, et al., 2008; Rockoff, 2004).”
From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Rockoff, Jacob, Kane, & Staiger, 2011
A large body of literature documents a quite weak relationship between observable teacher characteristics and future effectiveness, as well as between measures of teachers' conscientiousness and self-efficacy and future effectiveness.
“Furthermore, a large body of literature documents the quite weak relationship between observable teacher characteristics and future effectiveness (Clotfelter, Ladd, & Vigdor, 2007; Wayne & Youngs, 2003), as well between measures of teachers’ conscientiousness and self-efficacy and future effectiveness (Rockoff et al., 2011).”
From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Rockoff et al., 2011
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- Authors
- Rockoff, J. E., Jacob, B. A., Kane, T. J., & Staiger, D. O.
- Affiliations
- Columbia University (US)
- University of Michigan (US)
- Harvard University (US)
- Dartmouth College (US)
- Corresponding author
- Rockoff, Jonah E.
- Jacob, Brian A.
- Kane, Thomas J.
- Staiger, Douglas O.
- Venue
- Education Finance and Policy
- Publisher
- MIT Press
- Published
- 2011-01
- Volume
- 6
- Issue
- 1
- Pages
- 43-74
- ISSN
- 1557-3060 (ISSN-L)
- 1557-3079
- OpenAlex
- W2161945087
- Cited by
- 390
- References
- 61
- Citations by year
- 2026: 17 · 2025: 15 · 2024: 17 · 2023: 21 · 2022: 21 · 2021: 30 · 2020: 36 · 2019: 32 · 2018: 32 · 2017: 23 · 2016: 34 · 2015: 25 · 2014: 29 · 2013: 12 · 2012: 20
- FWCI
- 84.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Education Finance and Policy (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Education › Teacher Professional Development and Motivation
- Keywords
- teacher effectiveness, teacher recruitment, teacher selection, content knowledge, cognitive ability, personality traits, teacher self-efficacy, student test scores, New York City public schools
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