This article examines a premise underlying teacher accountability policies, namely, that annual student learning gains can be attributed to individual teachers. After analyzing data collected in fourth- and fifth-grade reading and mathematics classes in 18 schools, the authors identify forms of instructional design that rely on multiple teachers.…

Uses Beginning Teacher Evaluation Study data to estimate gender and socioeconomic status effects on reading and mathematics achievement for a sample of second and fifth graders. Boys learned significantly more in mathematics, whereas girls learned more in reading. Instructional time allocations were not significantly related to gender.…

In an era dominated by issues of school finance adequacy, it seems particularly important to provide evidence that, despite a number of claims to the contrary, educational resources are indeed positively related to improved student achievement. One of the hypotheses of this article is that expenditures per pupil must be disaggregated into more…