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Abstract
The relationship between teacher quality and student achievement is often at the heart of educational debates about student success. In this study, we leverage data from the National Assessment of Educational Progress (NAEP) to explore relationships between geography achievement in the 8th grade and various indicators of teacher quality. We found positive associations between achievement, years of teaching experience, and teacher participation in workshops, curriculum committees, and other forms of training and professional development. However, the benefits of teaching experience, training, and professional development are not uniformly experienced by different groups of students.
Acknowledgements
The authors wish to thank Michael Solem for his feedback on an earlier draft of this article. Yusik Choi provided excellent assistance with the NAEP Data Explorer. The authors also appreciate the helpful comments and suggestions from two anonymous reviewers.
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Notes on contributors
Jan Rueschhoff
Jan Rueschhoff is a Ph.D student in the Department of Geography and Environmental Studies at Texas State University. He currently teaches World Geography at Bryan Collegiate High School in Bryan, Texas.
Heather Palma
Heather Palma is a Ph.D. student in the Department of Geography and Environmental Studies at Texas State University. She is currently the social studies coordinator at Al Tarbyah Al Islamyah Schools American Diploma Program in Riyadh, Saudi Arabia.