The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession.
This paper is based on the authors’ review of 30 studies published since 2003 that analyze the effect of teaching experience on student outcomes in the USA.
The authors find that: teaching experience is positively associated with student achievement gains throughout much of a teacher’s career; as teachers gain experience, their students are more likely to do better on measures of success beyond test scores; teachers make greater gains in their effectiveness when they teach in a supportive, collegial environment, or accumulate experience in the same grade, subject or district; and more experienced teachers confer benefits to their colleagues.
A renewed look at this research is warranted due to advances in methods and data systems that have allowed researchers to examine this question with greater sophistication.
The technical report on which this manuscript is based (https://learningpolicyinstitute.org/product/does-teaching-experience-increase-teacher-effectiveness-review-research) was funded in part by the S.D. Bechtel, Jr Foundation. Core operating support for the Learning Policy Institute is provided by the Ford Foundation, the William and Flora Hewlett Foundation, and the Sandler Foundation.
Podolsky, A., Kini, T. and Darling-Hammond, L. (2019), "Does teaching experience increase teacher effectiveness? A review of US research", Journal of Professional Capital and Community, Vol. 4 No. 4, pp. 286-308. https://doi.org/10.1108/JPCC-12-2018-0032
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