Answer

Annotated Bibliography: The Relationship Between Teacher Performance and Student Achievement

Adnot, M., Dee, T., Katz, V., & Wyckoff, J. (2017). Teacher turnover, teacher quality, and student achievement in DCPS. Educational Evaluation and Policy Analysis, 39(1), 54-76. http://journals.sagepub.com/doi/pdf/10.3102/0162373716663646

Adnot et. (2017) sought to evaluate the impact of teacher turnover and low-performing teachers on the achievement of students in the District of Columbia Public Schools (DCPS). A quasi-experimental Design was deployed pegged on data from the first years of IMPACT. One of the main findings of the study was that when low-performing teachers were required to leave the schools because of their poor performance, there was a significant improvement in the performance of the students. Adnot et. (2017) findings demonstrate that student performance is directly associated with teacher performance.

Allen, N., Grigsby, B., & Peters, M. L. (2015). Does Leadership Matter? Examining the Relationship among Transformational Leadership, School Climate, and Student Achievement. International Journal of Educational Leadership Preparation, 10(2), 1-22. https://files.eric.ed.gov/fulltext/EJ1083099.pdf

The aim of this paper was to examine the interconnection between the transformational leadership of the teachers, the climate in the schools, and the achievement of the students in mathematics and reading. Allen, Grigsby, & Peters (2015) conducted a correlational study between leadership provided by the teachers and the achievement of the students. The findings were that there was no relationship between teacher leadership in the classroom and student achievement. This paper provides a critical point that student achievement will not be affected by teachers transforming their classrooms.

Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of Teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104(9), 2633-79. http://nrs.harvard.edu/urn-3:HUL.InstRepos:30749606

Chetty et al. (2015) set out to determine whether the teachers’ impact on the test scores of students can be used to measure their quality. Additionally, the aim was to investigate whether high value-added teachers have the ability to improve the long-term impacts of the students. The authors used the tax records of more than 1 million students from different school districts. The findings were that students who were taught by teachers with high value-added were likely to attend college and earn high salaries. This article provides the importance of teacher value on the success of the students.

Blazar, D. (2015). Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement. Economics of Education Review, 48, 16-29. https://pdfs.semanticscholar.org/9dba/18e67a66ad71cc12022f1d4f1089ef353a81.pdf

Blazar (2015) aimed at establishing the impact of effective teaching and other classroom practices on student achievement. The author reviewed data from the National Center for Teacher Effectiveness (NCTE), especially on the instructional quality scores and other teacher characteristics. The findings were that inquiry-oriented instructions have a positive effect on student performance while content errors and imprecisions arising from low performing teachers negatively affect the performance of the students. This article underscores the importance of high-performance teachers in student achievements.

Cruickshank, V. (2017). The influence of school leadership on student outcomes. Open Journal of Social Sciences, 5(9), 115-123. http://www.scirp.org/journal/jss

The aim of this article by Cruickshank (2017) was to examine the effects of the transformational and instructional leadership of the teachers on the improvement of the student outcomes. After a review of the literature, one of the key findings by the researcher is that there exists no single leadership style which can improve the student outcomes for all schools. Additionally, the performance of the teachers was directly associated with student performance. However, Cruickshank (2017) argues that each school should focus on the unique characteristics of their students.

In sum, the various articles examined have demonstrated that low-performing teachers result in poorer students’ achievements in the schools. Additionally, the performance of the teachers has a direct relationship earth the student outcomes, However, no single leadership trait can lead to improved student outcomes.