What Large-Scale, Survey Research Tells Us About Teacher Effects on Student Achievement: Insights from the “Prospects” Study of Elementary Schools.

Discusses conceptual and methodological issues arising when educational researchers use data from large-scale surveys to examine teachers' effects on student achievement. Data from a 1991-94 study show how researchers' use of different statistical models leads to widely varying interpretations about the overall magnitude of teacher effects. The paper concludes that in well- specified models, teachers' effects on achievement are substantial, and various teacher characteristics account for these effects. (SM)