I (Clare) read the Learning Policy Institute (led by Linda Darling-Hammond) report which analyzed 30 studies on the effect of teaching experience on student achievement.
Below is a brief summary and links to the report:
Based on a review of 30 studies published within the last 15 years, the authors find that as teachers gain experience throughout their careers, their students’ achievement gains increase. The steepest gains occur in the first few years of teaching, and improvement continues in the second and often third decade of their careers, especially when they work in collegial work environments.
Other findings include:
• Experienced teachers have a positive impact on the performance of their peers.
• As teachers gain experience, their students are more likely to do better on other measures of success beyond test scores, such as school attendance.
• Teachers make greater gains in their effectiveness when they accumulate experience in the same grade level, subject, or district.
• More experienced teachers confer benefits to their colleagues, their students, and to the school as a whole.
The findings in this publication have important implications for policymakers seeking to improve learning and close achievement gaps, including underscoring the value of retaining experienced teachers and offering strategies to improve their effectiveness. The report and brief also raise equity concerns, since inexperienced teachers tend to be highly concentrated in underserved schools serving high-need students. Included are recommendations to address these inequities—a requirement under the Every Student Succeeds Act.
Do teachers plateau early in their career or do they continue to grow and improve as they gain experience? It’s a critical question that has implications for local, state, and federal education leaders and policymakers. And it’s the subject of the latest report from the Learning Policy Institute (LPI), Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research.
Based on their analysis of 30 recent, methodologically rigorous studies on the impact of teaching experience on student outcomes, authors Tara Kini and Anne Podolsky find that as teachers gain experience, they are more likely to positively impact student achievement and improve critical behaviors, including attendance. The steepest gains are in the first few years of teaching, but teachers gain in effectiveness throughout their careers, especially when they are in collegial work environments. Experienced teachers also have a positive impact on the performance of their peers.
“This report shows that what is widely accepted as true in the business world—that individuals improve their performance with experience—is also true in teaching,” says LPI Senior Policy Advisor Kini, who co-authored the report.
These findings come at an important time. Nationwide, we’re seeing a “greening” of the teacher workforce. But inexperienced teachers aren’t evenly distributed throughout schools. Black, Latino, American Indian, and Native-Alaskan students are three to four times more likely to attend schools with higher concentrations of first-year teachers than White students. New teachers are also more likely to be concentrated in high-poverty schools.
In addition to a detailed analysis of the research, the report includes recommendations to address these inequities—a requirement under the Every Student Succeeds Act—and offers program and investment strategies to attract, retain, and develop talented teachers who have opportunities to learn and grow throughout their careers.
Read the full report and the research brief, Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research, both of which are available on our website.
About The Learning Policy Institute
The Learning Policy Institute conducts and communicates independent high-quality research to improve education. Working with policymakers, researchers, community groups, and others, we seek to advance evidence-based policies that support empowering and equitable learning for each and every child. For more information, please visit http://www.learningpolicyinstitute.org.
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