Do teachers dating former students
The board, which has the authority to suspend or revoke a teacher's license, does not consider itself a mandated reporter of allegations of sexual or inappropriate behavior involving teachers and students.
The board stated it is "not aware of any legal obligation" to report disciplinary action related to such allegations to law enforcement.
Instead, the board has operated in a vacuum for decades in which it conducts internal investigations and determines what qualifies as criminal behavior.
"The specifics behind some of this conduct often may reflect unacceptable and unprofessional behavior and/or boundary violations, but do not constitute criminal conduct and law enforcement involvement," Alex Liuzzi, the board's interim executive director, said in a statement.
To find out, researchers take a district full of kids with varying standardized test scores and try to figure out how much of the variance can be predicted by what school the kids are in, what teacher’s class the kids are in, and other demographic factors about the kids.
So for example if the test scores of two kids in the same teacher’s class were on average no more similar than the test scores of two kids in two different teachers’ classes, then teachers can’t matter very much.
So one year with your fourth-grade teacher making you learn fractions has vast effects on your prospects, but twenty-odd years with your parents shaping you at every moment doesn’t? I decided to try to figure this out by looking into the research on teacher effectiveness more closely.
For example, Goldhaber, Brewer, and Anderson (1999) find teachers explain 9% of variance; Nye, Konstantopoulos, and Hedges (2004) find they explain 13% of variance for math and 7% for reading.
I’m not able to access these studies directly, but according to the site of the US Assistant Secretary of Education: The most robust finding in the research literature is the effect of teacher verbal and cognitive ability on student achievement.
Every study that has included a valid measure of teacher verbal or cognitive ability has found that it accounts for more variance in student achievement than any other measured characteristic of teachers (e.g., Greenwald, Hedges, & Lane, 1996; Ferguson & Ladd, 1996; Kain & Singleton, 1996; Ehrenberg & Brewer, 1994).
Even though these “school level effects” are supposed to be things like “the school is well-funded” or “the school has a great principal”, I worry that they’re capturing student effects by accident.
That is, if you go to a school where everyone else is a rich white kid, chances are that means you’re a rich white kid yourself.