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Teacher Characteristics and Student Achievement Gains: A Review

Andrew J. Wayne and Peter Youngs
Review of Educational Research
Vol. 73, No. 1 (Spring, 2003), pp. 89-122
Stable URL: http://www.jstor.org/stable/3516044
Page Count: 34
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Teacher Characteristics and Student Achievement Gains: A Review
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Abstract

A large body of studies exists that examines the relationship between student achievement gains and the characteristics of teachers. To help policymakers and researchers use and build on this body of studies, this article reviews the studies systematically and synthesizes their results with deliberate consideration of each study's qualities. Determinate relationships are described for four categories of teacher characteristics: college ratings, test scores, degrees and coursework, and certification status. The review details the implications of these relationships in light of study limitations and proposes directions for future research.

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