Three answers to questions posed to Dr. Bob West

[Gerald Weitz <cweitz@moscow.com>]

I asked Dr. West to present documentation on three questions.

1) "How does teacher quality affect student performance?"
 Answer:  The National Commission on Teaching and America's
Future (supported by the Rockefeller Foundation and the Carnegie
Corporation), in a 1996 publication entitled "What Matters Most:
Teaching and America's Future", refers to an oft quoted study by
R.F. Ferguson, appearing in the Harvard Journal Of Legislation,
28(Summer, 1991), pp.465-498.  The reported study is of the factors
that affect student performance in 900 school districts in the western
U.S., when student performance in reading and mathematics, in
grades 1-11, was factor analyzed for variables affecting student
achievement.  There were three main factors identified:  Home
and Family variables, Teacher Expertise Variables, and Class Size.

The most significant was Home and Family, accounting for 49%
of the affect (parents education, income level, language background
and geographical location).  The next greatest factor was
Teacher Expertise, accounting for 43% of the affect,as
measured by teacher scores on licensure exams, degrees earned and
experience in the classroom.  Class size accounted for 8% of the
affect. 

Among the things that school districts can control, the affect of
class size, therefore, has to be viewed in conjunction with other more
significant factors such as teacher expertise.  Taken together, they
are very important. 

2) "Are there studies that demonstrate how the number of
instructional hours or days affect student performance?"  
Yes. ...In general, the more engaged time spent by students
learning and practicing academic or other skill areas, the better their
performance on assessments that measure those skills.  Students in
other nations with which we are compared that attend school for more days
generally do better on the International Mathematics and Science Studies.

There may be many factors besides the number of days.... It is self
evident that the more one practices the application of knowledge and
skills the better one will probably score  on tests measuring the
performance of 
the skills.

3. "Are there studies that show "ideal" class
size?"  Not really.  There are too many
variables to have a one size fits all class size.  One has to
consider not only class size but teacher-student ratio.  The number
of students in a group of learners is a relatively discrete thing. 
But other factors have great affect on the teaching and learning outcomes
of any given group.  The skill of the teacher is paramount. 
And, there may be one or more teacher affecting outcomes, and there may
be aides or team teaching arrangements within a given group.  There
may be a mix of students within a group that vary a lot in terms of
ability and disability, language and culture (American English or other),
and as we say above, home and family factors .  ..and then a lot
depends on  age.

These lead to my (Weitz's) observations; 1) Moscow enjoys a tremendous
demographic situation which according to experts (School Watch) 
would lend itself to all area schools doing exceptionally well. 
Over 50% of the nations' highest performing public school districts are
in college towns. 2) Time or number of instructional days has a positive
affect if not carried to an extreme. 167 rather than 180 instructional
days is a disservice to students and many families.  3) Classroom
size has the least to do with outcomes (8% of the affect). The district
enjoys an extremely competent group of teachers and a great Home and
Family variable.  

Since there will never be enough money, the district must not
hold such programs as Votech, the alternative HS program,
extracurricular programs, supplies to the classroom, summer reading and
math programs hostage because of classroom size.  Classroom
size must be determined by Bob West's suggested 
variables.   Thanks Jerry