Identifying effective classroom practices using student achievement data


Thomas J. Kane


Eric S. Taylor


John H. Tyler


Amy L. Wooten

Year of Publication: 
Journal of Human Resources

Research continues to find large differences in student achievement gains across teachers’ classrooms. The variability in teacher effectiveness raises the stakes on identifying effective teachers and teaching practices.This paper combines data from classroom observations of teaching practices and measures of teachers’ ability to improve student achievement as one contribution to these questions. We find that observation measures of teaching effectiveness are substantively related to student achievement growth and that some observed teaching practices predict achievement more than other practices. Our results provide information for both individual teacher development efforts, and the design of teacher evaluation systems.

Education Level:

APA Citation

Kane, T.J., Taylor, E.S., Tyler, J.H., & Wooten, A.L. (2010). Identifying effective classroom practices using student achievement data. Journal of Human Resources, 46(3), 587-613.