Measuring teacher and school effectiveness at improving student achievement in Los Angeles elementary schools

This study uses longitudinal student-level test score data to examine the effectiveness of elementary teachers and schools in Los Angeles. The results show that teacher effectiveness varies widely both across the Los Angeles school district and within district schools. Controlling for student background and preparation, we find only modest difference across schools in improving student achievement. We explore the sensitivity of teacher and school effectiveness measures to alternative regression controls. We find that teacher and school effectiveness measures are relatively insensitive to detailed controls for student and peer heterogeneity.Student achievement; Teacher effectiveness; Value-added;

Effect of cross-country fault of distance protection in transmission line with different voltage levels

Transmission overhead line is one of the main elements in electric power system. Electrical power system comprises of generation, transmission and distribution. For transmission lines, it is used to transmit electric power to large load center. Nowadays, double circuit transmission lines on the same tower with a different voltage are widely used. This paper present the studies of the effect on distance protection, when fault that occur in the transmission line that have different voltages in the same tower. In this situation, PSCAD/EMTDC software has been used to simulate the output current and voltages in order to see the fault effect on distance protection. In the other words, the PSCAD/EMTDC software is used in model and analysis of the effect of cross-country fault on distance protection. In this paper, the result of cross-country fault on distance protection with different voltage levels is presented

The Effectiveness of Hybrid Structure in Overcoming Coastal Abration in Trimulyo, Genuk Subdistrict Semarang City

Trimulyo is one of coastal village in Genuk Subdistrict, Semarang City which now facing serious coastal abrasion. Such a thing has been causing loss of ponds and settlements. One of solution which currently carried is hybrid structure which combining permeable structure to break up the waves and trap sediment. The hybrid structure is designed as agitation dredging, which increase suspended sediment in sea water. The goals of this research were to studying the effectiveness of hybrid structure in handling coastal abration and to counting the volume of sedimentation during 20 months as well as rate of sedimentation. To reach the goals, high resolution satellite imagery year 2015 and 2016, scaled stick and sediment trap were applied to the study. Image processing was conducted by using Arc GIS 10.3 software. The effectiveness of hybrid structured was determined by series of field survey of existing condition. Rate of sedimentation measured during before and after hybrid structure built (20 months). The results showed that hybrid structure was effective to reduce coastal abrasion, it proven by a large amount of sediment was trapped behind the structure and coastline was upward along 170 meter since it was built. The volume of sediment during 20 months is 81.500 m3. If it assumed that the rate of sedimentation constantly, monthly rate of sedimentation is 4.075 m3/month or daily rate is 135,8 m3/day. The sediment that has formed highly recommended to use as mangrove conservation area in Semarang City

Teacher Effectiveness in Urban High Schools

This research examines whether teacher licensure test scores and other teacher qualifications affect high school student achievement. The results are based on longitudinal student-level data from Los Angeles. The achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show little relationship between traditional measures of teacher quality (e.g., experience and education level) and student achievement in English Language Arts (ELA) or math. Similarly, teacher aptitude and subject-matter knowledge, as measured on state licensure tests, have no significant effects on student achievement. Achievement outcomes differ substantially from teacher to teacher, however, and the effects of a good ELA or math teacher spillover from one subject to the other

Teacher Effectiveness in Urban High Schools

This research examines whether teacher licensure test scores and other teacher qualifications affect high school student achievement. The results are based on longitudinal student-level data from Los Angeles. The achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show little relationship between traditional measures of teacher quality (e.g., experience and education level) and student achievement in English Language Arts (ELA) or math. Similarly, teacher aptitude and subject-matter knowledge, as measured on state licensure tests, have no significant effects on student achievement. Achievement outcomes differ substantially from teacher to teacher, however, and the effects of a good ELA or math teacher spillover from one subject to the other

Teacher Qualifications and Middle School Student Achievement

This research examines whether teacher licensure test scores and other teacher qualifications affect middle school student achievement. The results are based on longitudinal student-level data from Los Angeles. The achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show little relationship between traditional measures of teacher quality (e.g., experience and education level) and student achievement in reading or math. Similarly, licensure test scores in general aptitude, subject-matter knowledge, and reading pedagogy had no significant effects on student achievement. Teachers with elementary school credentials had slightly better success in the classroom than did teachers with secondary school credentials

Measuring teacher and school effectiveness at improving student achievement in Los Angeles elementary schools

This study uses longitudinal student-level test score data to examine the effectiveness of elementary teachers and schools in Los Angeles. The results show that teacher effectiveness varies widely both across the Los Angeles school district and within district schools. Controlling for student background and preparation, we find only modest difference across schools in improving student achievement. We explore the sensitivity of teacher and school effectiveness measures to alternative regression controls. We find that teacher and school effectiveness measures are relatively insensitive to detailed controls for student and peer heterogeneity