SUMMARY

TITLE
AUTHOR

SOURCE

RESEARCH SETTING

PROBLEM STATEMENT

This paper studies 7,305 pupils and the

teacher who taught them across 33 state
secondary schools n England. The study
stratified them by school to produce their
sample. Based on the GCSE and Keystage 3
test scores obtained by the researchers, they
were able to study the effectiveness of
teachers in enhancing the performances of
their students. As such, this paper concluded
that better quality teachers equates to having
a better performances on their students.

The study revolves around the National

Educational Longitudinal Study of 1988
9NELS:88) since for the researchers it will
provide the best data for them. Their sample
consists of 5,113 students in mathematics;
4,357 students in science; 6,196 students in
English; and 2,943 students in history. Using
Ordinary Least squares, they will able to
conclude that as far as technical subjects are
concern, degree of teachers can lead to better
student performance.

Knowing what characteristics teachers possess

that influence student achievement will help
administrators prioritize who to hire, retain and
assign to classes. This paper aims to provide
details as to how teacher characteristics affect
student achievement. Using Fixed Effects
Model on different OGT results of students, the
study concludes that there is neither
significant result in the teaching experience
nor attendance. However, teacher education
shows positive results.

The
effects
of
teacher
mathematics
knowledge on student achievement using
longitudinal data from Rural Guatemala
primary schools studys results suggest that
effective teachers have different kinds of
mathematical knowledge. The results also
imply specific mechanism by which effective
teachers can make substantial impact on
student learning even in extremely poor
contexts.

Do teachers Matter? Measuring the Variation

in Teacher Effectiveness in England

Evaluating the Effect of Teacher Degree Level Teacher

Characteristic
on
Student
on Educational Performance
Achievement: An Examination of High Schools
in Ohio
Dan Goldhaber and Dominic Brewer
Angelo H. Rockstroh
Goldhaber, D. D., Brewer D. J. (2013). Rockstroh,
Angela
H.(2013).Teacher
Evaluating the Effect of Teacher Degree
Characteristic on Student Achievement:
Level on Educational Performance.
An Examination of High Schools in Ohio.
Development in School Finance 1996,
Martin School of Public Policy and
197-210
Administration

The
Effects
of
Teacher
mathematics
Knowledge
and
Pedagogy
on
Student
Achievement in Rural Guatemala
Jeffrey H. Marshall and M. Alejandra Sorto
Orsuwan, M., Lai, M. S.(1999). Examinng
Longer-Term Teacher Effects on Asian
American Student Achievement : A
National Study. Asian American Policy
Review. 27-40

State Secondary Schools in England

This study aims to provide explanation on how
the teachers quality affects their students
performances.

United States of America, 1988

The paper aims to explain the inconsistent
findings of the educational productivity
literature
with
respect
to
educational
resources, particularly teachers.

Ohio, United States of America

This paper aims to identify the relationship
between teacher characteristics and student
achievement at school-level.

United States of America, 1998

The study aims to determine the effects of
teacher mathematics knowledge on student
achievement using longitudinal data from
rural Guatemala primary schools.

United States of America, 1990-1996

The study examines the ways in which teacher
qualification and other school inputs are
related to student achievement.

To be able to present an explanation as to how

the teacher affects the student performance.

To shed some light on the relationship

between student achievement and teacher
degree levels.
N/A

To determine how teacher

affect student achievement

To determine the effects of teachers in

mathematics knowledge and pedagogy on
student achievement in rural Guatemala
To substantiate as to what degree is the
empirical link between mathematics content
and knowledge and student achievement a
product of an underlying, specialized reaching
knowledge domain.

To examine whether and how state policies

may influence teachers capabilities and
student learning
To evaluate policies that influence the overall
level of teacher qualifications within and
across states

Teachers Gender, Teachers Education

Individual and Family Background, Schoollevel, Teacher and Class

Teacher Attendance, and Teacher Education

Teacher certification

Students academic performance

Students Academic Achievement

Student Achievement

Common content knowledge, Specialized

content knowledge, Mathematics knowledge
for teaching
Student Achievement

Stratified Sampling
National Educational Longitudinal Study of
1988
Ordinary Least Squares
Teachers who are certified in mathematics and
science, and have BA and MA degrees in
mathematics and science are associated with
higher student mathematics and science test
scores. This, however, is not present in English
and History. As a result, the study suggests
that student achievement in technical
subjects can be improved by requiring in
subject teaching.

N/A
School Rating Data

N/A
Questionnaire

Student Achievement
There is no significance in teaching experience
or teacher attendance but teacher education
shows positive results. There is also
significance in the student-teacher ratio, and
enrollment variables.

Hierarchical Linear Model

Higher levels of teacher mathematics
knowledge provides higher student test score.
There is almost no correlation between any of
the teacher mathematic knowledge indication
and the pedagogical choices. Finally, teachers
with higher levels of mathematics knowledge
are more effective in the classroom.

N/A
National Assessment of Education Progress
(NAEP), Schools and Staffing Surveys (SASS)
Regression Analysis
Based on the study, a teacher with full
certification and a major in the field is a major
indicator of a teachers effect on student
performance. Preparation and qualifications of
teachers enhance the learning of the student
they teach directly. Also, the effects of a wellprepared teacher on student achievement can
be stronger than the influences of student
backgrounds actors.

Some states require high school exit

examination, others do not. Teacher
characteristics and student achievement data
were collected at school level, not allowing to
examine the individual student-teacher
relationship.

Actual teaching mechanisms were not

identifiable with the observation instrument

Helen Slater, Neil Davies and Simon Burgess

Slater, H., Davies, N. M., Burgess, S. (2012).Do
teachers Matter? Measuring the
Variation in Teacher Effectiveness in
England. Oxford Bulletin of Economics
and Statistics, 629-646

Using data from a 50-state policy survey, this

study aims to see how policies relating to
teacher affect teachers qualities and their
students corresponding performances. The
study involves 65,000 teachers and 5,600
school districts. The data presented in the
paper were derived from the Schools and
Staffing Surveys (SASS) and the National
Assessment of Education Progress (NAEP).
With the given data, the researches analyze
the information using linear regression. Based
on their study, they were able to conclude that
teacher certification is one of the major
indicators on student performances. Student
with teachers that majors in their subject
results to better performing students.
Teacher Quality and Student Achievement: A
Review of State Policy Evidence
Linda Darling-Hammond
Darling-Hammond, L. (1999). Teacher Quality
and Student Achievement: A Review of
State Policy Evidence. Center for the
Study of Teaching and Policy.

OBJECTIVE OF THE STUDY

General Objective

N/A
Specific Objective

characteristics

To examine if the characteristics of schools

teacher relates to its passing rates on OGT
(Ohio Graduation Test)

VARIABLES
Independent
Dependent

Student Achievement

THEORETICAL FRAMEWORK

RESEARCH METHODOLOGY USED

Sample Selection
Stratified Sampling
GCSE and Keystage 3 Results
Data Collection
Data Analysis

RESULTS/CONCLUSIONS

RESEARCH GAP

Linear Regression and Subsidiary Regression

Teachers matter when it comes on their
impact on test scores of their students. As per
the study, better teachers raise the test
scores of their student by 27%. Thus, having a
quality teacher than a poor performing one is
critical. Also, this study proves that family
background is not everything when it comes
to student performances since teachers of
good quality can make a student perform
better.
Since the data obtained by this study was
very extensive, complex and difficult to
obtain, a further study with richer data may
well uncover some important elements that
would help to explain student performances
better.

Since the data used by the study is based on

the NELS:88 program by the government, the
information was not obtained first hand. The
issue of having kids not evaluated on the said
program was also an issue.

The National Assessment of Educational

Progress data derived from tests do not
measure all the valued outcomes of schooling
held by parent, teachers and schools.

The articles presented are all studies relating to how the teachers education affects their students performance. In the papers, they all have as their dependent variable the students academic performance, and teachers education as the independent variable although it
may be observed that some of the papers also related other variables to academic achievement of students. Most of the journals used data coming from schools and other government study. Different kinds of analyses was used by the researchers to come up with their
conclusions. Their process may be different, but all come to an agreement that teachers education makes an impact on their student performance.
Teacher education most of the time is the one thing we consider in the hiring process. It is evident that since no other basis may serve as to what quality of teaching the teacher holds, we often look to their academic background. This study is relevant to this paper since we
would like to know on which aspect should the recruitment policy should be concentrated.
Since the focus of the articles solely singles out the effectiveness of the teachers, factors relating to the students own capabilities were not examined. It is to be noted that since the papers are trying to explain whether teachers education background has an effect
towards the students achievement, other factors outside the educational attainment of teachers was not interpreted. School related factors such as facilities and the environment also were not presented.