Can You Recognize an Effective Teacher When You Recruit One? |

This is a recent study, entitled, “Can You Recognize an Effective Teacher When You Recruit One?” conducted by the Harvard Graduate School of Education. The study included 400 of thenew teachers in the New York City schools and began in 2006 and concluded in late 2008. The study revealed statistically significant positive correlations between scores on the Haberman Star Teacher Online Pre-screener and math achievement, teacher retention, fewer teacher absences and the evaluations of observers. |

I don’t know of any study, of any instrument, that has been so carefully evaluated using such an elaborate statistical model. We appreciate being included in this important study. No school can be better than the teachers and principals who work to serve the children and youth of America. |

Martin Haberman, Distinguished Professor Emeritus, UWM
Delia Stafford
NBER WORKING PAPER SERIES A small number of studies have found a link between teachers’ scores on certification The main certification test in New York State is the Liberal Arts and Science Test 1 3 4 Following the prior work on teachers’ self-efficacy, we measure self-efficacy in two 5 6 Twenty-one percent of our survey respondents completing the Haberman PreScreener fell 2.6 Other Teacher Characteristics 7 Ideally, we would have administered the survey to these teachers prior to the start of the 9 11 Respondents include all teachers who began the survey, including 15 teachers who began the survey but did not 12 For more information on Empowerment schools, see http://schools.nyc.gov/Offices/Empowerment/ . 13 Conditioning on presence in November and May ensures that, like the teachers invited to the survey, the other 14 The fraction of teachers with mentor evaluations among teachers not in empowerment schools is also higher 15 Though not shown in Table 1, far more teachers invited to take the survey were licensed in math, but this is not 16 We group all other college majors together in our analysis. About 30 percent of survey respondents majored in 17 As an additional check on the academic background survey results, we compared scores on cognitive ability, math 18 This data is available from ICPSR as Study No. 2760. 20 In addition, if one knew the true “structural” relationship between teacher characteristics and effectiveness, then 21 While we include controls for other alternative route programs (e.g., the Peace Corps Fellows) there are far fewer 22 We also test whether math achievement was higher among students assigned to teachers who placed greater 24 Because the distribution of absences is skewed, we also examined the natural log of absences and an indicator for 25 At first glance, it is somewhat puzzling that the results for being in the top group of candidates and the total score 26 The unconditional effect on returning to teach in the same school is not significantly different from zero. 27 As we would expect, the coefficients in this additional regression are nearly identical (0.033 for cognitive skills 28 The bimodal distribution of predicted effectiveness based on traditional characteristics is driven primarily by Barrick, M. R. and Mount, M. K. (1991) “The Big Five Personality Dimensions and Job Note: This item is reproduced from Figure 1 in Raven (2000). It is not from any currently used form of the Raven’s |