PT  - JOURNAL ARTICLE
AU  - Thomas J. Kane
AU  - Eric S. Taylor
AU  - John H. Tyler
AU  - Amy L. Wooten
TI  - Identifying Effective Classroom Practices Using Student Achievement Data
AID  - 10.3368/jhr.46.3.587
DP  - 2011 Jul 01
TA  - Journal of Human Resources
PG  - 587--613
VI  - 46
IP  - 3
4099  - http://jhr.uwpress.org/content/46/3/587.short
4100  - http://jhr.uwpress.org/content/46/3/587.full
SO  - J Hum Resour2011 Jul 01; 46
AB  - 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.