基于学生学业成绩的教师质量评价－来自中国西部农村小学的证据

Estimating Teacher Effectiveness from Students' Academic Achievement: Evidence from Rural Areas in Western China

科学评价是提升教师质量的信息基础，但如何评价一直是困扰教育研究者和决策者的难题。由于缺乏系统的评价技术，通过学历、教龄、任课班级平均成绩等传统指针，我们只知道农村教师队伍质量较低等模糊信息，难以准确刻画西部农村教师在教学工作中对学生发展所发挥的真实作用，不利于全面、客观、有效的把握教师质量。为解决这一问题，本研究借鉴国外教师质量评价设计思路，从学业成绩是义务教育阶段学校产出最重要维度的角度，以西部农村小学追踪样本构建两水平增值性模型，较为准确的测量任课教师对学生学业发展发挥的真实影响效应，在整体和个体层面分别衡量了教师质量状况。研究发现，中国西部农村地区的小学教师在学生学业发展中发挥着关键作用；但教师间差异很大，教师差异是造成学生学业发展不均衡的重要因素；加强教师队伍建设、缩小教师质量的差异对于实现“提高教育质量、促进教育均衡”这一战略目标非常关键。

Scientific evaluation is the information base for improving teacher quality. Evaluation is a chronic problem for education researchers and policymakers. Because lack of scientific evaluation, we only get fuzzy information such as the quality of rural teacher is poor, but we don't know exactly how teachers improve students' academic achievement. This paper constructs, differing from previous studies, a two-level value -added education production model, after controlling factors which cannot be affected by teacher but can affect student academic achievement, and measuring teacher's total effectiveness and individual effectiveness. We find that, in China western rural areas, comparing to family background and other school operation factors, teachers play a key role in student academic achievements growth, and teachers' effectiveness varies considerably. As a result, it is important to shrink the quality gap among teachers and promote rural teachers' balanced development.