Teacher Achievement Impact on Student Classroom Enjoyment
RCTClinical Trial
A common objection to holding instructors accountable for student test scores is that high-value-added teachers might create stressful, overly rigid environments that diminish student engagement and enjoyment.
Picture this
A popular assumption is that an intense personal trainer who gets great physical results must be miserable to work with. In reality, trainers who help clients make real progress often build environments that clients find far more engaging and rewarding.
What the evidence says
A 1.0 standard deviation increase in predicted teacher effectiveness caused a 0.966 standard deviation increase in student-reported classroom enjoyment (p < 0.01, SE = 0.285), whereas effects on grit (-0.029, SE = 0.216), growth mindset (0.331, SE = 0.220), and effort (0.199, SE = 0.214) were statistically non-significant.
- Who was studied
- N = 17,473 randomized students across 559 randomization blocks in grades 4–8 across 6 urban school districts.
- How
- LIML IV estimation measuring the causal impact of test-based effective teaching on student survey responses regarding classroom enjoyment, academic grit, implicit intelligence theory, and self-reported effort.
What to do
Include student self-reported classroom enjoyment in multi-dimensional evaluation systems to measure instructor impacts on positive classroom climate alongside academic growth.
From the source
"His or her students were also .84 standard deviations more likely to self-report that they enjoyed being in the class."
Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment