A couple of years ago, I came across a famous quote by Ivan Welton Fitzwater proclaiming the importance of being a teacher.
“I am a teacher! What I do and say are being absorbed by young minds who will echo these images across the ages. My lessons will be immortal, affecting people yet unborn, people I will never see or know. The future of the world is in my classroom today, a future with the potential for good or bad. The pliable minds of tomorrow's leaders will be molded either artistically or grotesquely by what I do. Several future presidents are learning from me today; so are the great writers of the next decades, and so are all the so-called ordinary people who will make the ...view middle of the document...
Earlier studies on teacher impact on student achievement showed that there was no correlation between the two. However, due to recent advancements in technologies and new research methods that reduce measurement errors leading to data deficiencies, new research has demonstrated the dramatic effect that teachers can have on student achievement.
From the first years of preschool to the last years of high school, teachers have remained important factors in student achievement. In Daniel Rose’s article, “The Potential of Role Model Education” he explains that by shaping students’ moral consciousness and helping them build foundations, students are more likely to scholastically succeed in school. Traditionally, teachers have served as role models and guides for students to follow, but without the guidance of teachers, students would not know where to start. Daniel Rose simply explains that teachers are vital to a students’ success being that a teacher helps to create a base for students to build on throughout their academic careers.
After analyzing both sides of the argument, there were three main parts that stood out. First, modern research techniques with more focus on fixing data deficiencies have allowed for more accurate results. Next, teacher quality has been discovered to be a very influential factor towards a student’s success. Finally, unobservable characteristics in previous experiments have created flaws in the data, making those results inapplicable.
Going back to previous research, Eric Hanushek once stated in previous research that teachers did not have much impact on student achievement. In relation to experiments concluded in the 1980s, Eric Hanushek established that experimentation of teacher influence on student success remained unproved. He concluded, “there is no strong evidence that teacher-student ratio, teacher education, or teacher experience have an expected positive effect on student achievement” (Hanushek). Instead of teachers impacting students, Hanushek believed that students were mostly affected by their own social and personal backgrounds.
Corroborating Hanushek’s claims, Dr. Goldhaber and Dr. Brewer agreed that there was little correlation between the teacher’s lesson and the students’ success. Both continued on by stating that they found the deciding factor to be their own individual and their family backgrounds. Both doctors concluded, “the effects of educational inputs such as per pupil spending, teacher experience, and teacher degree level have been shown to be relatively unimportant predictors of outcomes, and the impact of any particular input to be inconsistent across studies (Goldhaber and Brewer). Derived from their own research methods, Eric Hanushek, Dr. Goldhaber, and Dr. Brewer found these results to be true.
However, these results were found to be faulty, which were brought out from experimental errors encouraging new research to be conducted immediately. ...