While many studies examine the effects of head teachers on pupil achievement, a recent study examined the effects of head teachers on pupil absenteeism. Brendan Bartanen of Texas A&M reviewed the statewide data in Tennessee between 2006-07 and 2016-17, correlating 3,800 head teachers in 1,700 schools to pupil attendance and achievement data. He describes how he translates this data into a “value added” determination of head teachers’ effects, meaning using a system to determine which head teachers add value to their school community.
Results showed that replacing a head teacher who had a poor value-added rate (25%) with a head teacher who had a higher value-added rate (75%) reduced absences of pupils who were chronically truant by 4 percentage points, and of pupils overall by .08 percentage points. He also found that the head teachers whose schools showed the greatest increases in attendance were not necessarily the ones whose pupils demonstrated the greatest gains in test scores.
Source: Principal quality and student attendance (March 2020), Educational Researcher, Volume 49 Issue 2
A meta-analysis published in the American Educational Research Journal looks at the association between teacher pay incentives and pupils’ test scores, and suggests that teacher pay incentives have the potential to improve pupil test scores in some contexts.
Lam D Pham and colleagues analysed effect sizes across 37 studies, 26 of which were conducted in the US. To be included in the meta-analysis, studies had to include a sample comprising teachers and pupils in K-12 education (Year 1 to Year 13) located in a school district or area that had a teacher pay incentive programme. Studies also had to use a randomised controlled trial with a business-as-usual comparison group, and report on pupil outcomes on standardised tests.
Overall, among the US-based studies, the effect of teacher pay incentives on pupil test scores was positive (effect size +0.04), however, this varied across subjects and settings. The average effect size of pay incentives on pupils’ maths test scores (+0.05) was larger than the effect on English test scores (+0.03). Pay incentives for elementary (primary) school teachers were associated with larger effects (+0.10) than middle school teachers (+0.01). In addition, larger pay incentives, and pay incentives that are based on multiple measures of teacher effectiveness, were associated with larger effect sizes.
Source: Teacher merit
pay: A meta-analysis (February 2020), American
Educational Research Journal
Reducing the number of high-stakes tests may contribute to the retention of new teachers, but not necessarily those who have been teaching longer, according to a working paper from the National Center for Analysis of Longitudinal Data in Education Research (CALDER).
Fuchsman and colleagues used changes in testing practices in the US state of Georgia
to consider what effect removing high-stakes testing for certain grades (year
groups) had on teacher retention. Over the last four decades, Georgia has
employed four different testing models which have included dropping all statewide
achievement tests in some grades, excluding some subject areas from testing,
and reducing the number of grades in which some subjects were tested. They
looked specifically at teachers in grades 1 to 8 (Years 2 to 9).
Results showed that, overall, removing testing did not have an impact on how likely teachers were to leave the profession or change schools.
Source: Testing teacher turnover and the distribution of teachers across grades and schools (February 2020), National Center for Analysis of Longitudinal Data in Education Research, CALDER Working Paper No. 229-0220
A recent study published in the Journal of Economics examined the effects of increasing education spending on pupil achievement in more than 3,000 diverse school districts in seven US states: Arkansas, Louisiana, Michigan, Missouri, Pennsylvania, Texas and Wisconsin. Money for the increased spending was obtained via increases in property tax, sales tax and income tax – issues that had been placed on ballots and voted into effect.
Data for the study encompassed the years 2000–2015.
Results showed that five to seven years after education spending increased by
$1,000 per pupil, pupils in districts who had formerly been below the average
in spending per pupil had gained +0.15 on standardised testing and showed a 9%
increase in graduation rates. No statistically significant differences were
found for pupils at or above the average spending per pupil prior to the tax
Source: School district operational spending and student outcomes: Evidence from tax elections in seven states (March 2020), Journal of Economics, Volume 183
Phyllis Jordan at FutureEd, a US think-tank, recently wrote Attendance playbook: Smart solutions for reducing chronic absenteeism, a report outlining strategies for reducing chronic absenteeism and the evidence behind each suggested strategy. The strategies are presented by Tier I, II, and III intervention levels as follows:
- Tier I
- Effective messaging and engagement (eg, nudging parents and pupils)
- Removing barriers to attendance (eg, school-based health services)
- Improving school climate (eg, relevant – and culturally relevant – curriculum)
- Tier II
- Effective messaging and engagement (eg, early warning)
- Removing barriers to attendance (eg, addressing asthma)
- Tier III
- Including truancy courts, interagency case management and housing
Each strategy described is followed by a list of the
evidence supporting it, ranked by US’s ESSA evidence strength (strong,
moderate, promising, emerging), with a link to each report. Short descriptions
of schools and districts using the strategies are also included.
Attendance playbook: Smart solutions for reducing chronic absenteeism (July
In an article published in School Psychology, Mylien Duong and colleagues examine how important the pupil-teacher relationship is for pupil engagement and behaviour.
The study examines the effects of the
Establish-Maintain-Restore (EMR) approach – a professional development programme
for middle school teachers aimed at enhancing their skills in building
relationships with pupils. In this randomised controlled trial, 20 teachers and
190 pupils from a US middle school (Years 7–9) in the Pacific Northwest region
were assigned to either EMR or control
conditions. Teachers in the EMR condition received three hours of
training and ongoing implementation support. Control teachers were given the
same amount of professional development time.
academically engaged time and disruptive behaviour. Teachers reported on
relationship quality using a modified version of the Student-Teacher
Relationship Scale, which used only the five items deemed most relevant
for EMR of the 28 items usually measured. The results
showed that pupils of EMR-trained teachers had improved behaviour in the
classroom (effect size = +1.07). EMR also resulted in improvements in pupil-teacher
relationships (effect size = +0.61) and academically engaged time – instances
when a pupil was paying attention to the teacher or working on a lesson task
(effect size = +0.81).
While these findings are promising, it is important to note
that the study included only teachers and pupils from one middle school, so
replication with larger samples is needed before conclusions about
effectiveness can be drawn.
teacher training improves student behavior and student-teacher relationships in
middle school (March 2019), School
Psychology, Vol 14, 2