Last week, the Ohio Education Research Center (OERC) hosted a terrific conference at Ohio State University which brought together the state’s education research and practitioner communities. The focus of the one-day conference was teacher quality—why it matters, and how Ohio’s teacher-quality initiatives are playing out in the field.
In his keynote address, Eric Hanushek of Stanford University set the table, zeroing in on the economic value of a high-quality teacher. He showed that students who are fortunate enough to have high-quality teachers are more likely to have higher lifetime earnings than those less fortunate. The implication was easily understood: It cannot be left to chance as to whether students get a high-quality educator.
But here’s the rub: Less clear is what policies help to ensure that every Buckeye student is taught by a great teacher from Kindergarten through high-school graduation. Hanushek pointed out that several variables commonly used to measure teacher quality—including Master’s degrees, experience after a few years of teaching, and participation in professional-development programs—only weakly correlate to actual effectiveness.
A panel discussion wrestled with the ambiguity and complexity involved in raising teacher quality. (The slide decks are available here.) The panel, moderated by Rebecca Watts...