Does teaching experience increase teacher effectiveness? A review of US research

• Published in: Journal of professional capital and community Vol. 4; no. 4; pp. 286 - 308
• Main Authors: Podolsky, Anne, Kini, Tara, Darling-Hammond, Linda
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Group Publishing Limited 21.10.2019
• Subjects: Achievement tests; Careers; Classrooms; Cross-sectional studies; Education; Education policy; Employees; Employment; Human capital; Learning; Longitudinal studies; Low income groups; Outcomes of Education; Productivity; Research methodology; Schools; Skill Development; Skills; Social capital; Standardized Tests; Students; Teachers; Teaching; Teaching Skills; United States > US
• ISSN: 2056-9548; 2056-9556
• DOI: 10.1108/JPCC-12-2018-0032

PurposeThe 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.Design/methodology/approachThis 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.FindingsThe 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.Originality/valueA 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.