Multiple Student Outcomes

Recent studies documenting that teachers are the most important school-based factor in driving student achievement base their analyses purely on student test scores. However, the purposes of schooling are much broader and multi-dimensional – schools should not only improve students’ numeracy and literacy skills but promote cognitive development in a range of areas and support students social-emotional development. This strand interfaces with Annenberg’s Center on Student Well-Being to explore how educators in schools influence student development more broadly.

Publications

David Blazar, Matthew Kraft. (2017). Educational Evaluation and Policy Analysis, 39(1), 146-170. https://doi.org/10.3102/0162373716670260
Matthew M. Kraft, Shaun M. Dougherty. (2013). Journal of Research on Educational Effectiveness, 6(3), 199-222
Heather C. Hill, Kristin Umland, Erica Litke, Laura R. Kapitula. (2012). American Journal of Education, 118 (4), 489–519. https://eric.ed.gov/?id=EJ986708
Heather C. Hill, Brian Rowan, Deborah Loewenberg Ball. (2005). American Educational Research Journal, 42, 371- 406. https://doi.org/10.3102/00028312042002371