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It argues that widely used measures cannot reliably capture classroom instructional processes and that teaching quality is distributed unequally across schools and within schools. The report sets out the need for indicators grounded in daily interactions between students and teachers to interpret learning trends and guide scalable instructional improvements.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/indicators-of-teaching-quality-appraising-the-case-of-early-childhood-education/583688/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/indicators-of-teaching-quality-appraising-the-case-of-early-childhood-education/583688.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is measuring teaching quality considered a critical gap in K–12 education?","Question",{"text":112,"@type":113},"The report notes there is an absence of valid, widely used measures of teaching and instructional quality, leaving no reliable basis for interpreting learning trends or guiding improvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the document say about the relationship between classroom inputs and student outcomes?",{"text":117,"@type":113},"It states that studies of student achievement show classroom-level inputs matter for schooling outcomes, while measures of inputs are only weak proxies for what teachers do daily in classrooms.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report connect instructional quality to equity?",{"text":121,"@type":113},"It argues inequality appears across existing measures, with significant variation between and within schools, typically disadvantaging minoritized students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583688,1792210136,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Policy Notes   \nEQUITY IN EDUCATION SERIES  \nIndicators of Teaching Quality:  \nAppraising the Case of Early Childhood Education  \nGary Sykes Courtney Bell Bhavya Shukla  \nTHE ETS CENTER FOR RESEARCH ON HUMAN CAPITAL AND EDUCATION  \nTable of Contents  \nIntroduction ................................................................ 1  \nOn Indicators ..............................................................2  \nA Case in Point: Indicators in Early Childhood Education ....................................................................3  \nBringing CLASS to Class.............................................4  \nThe CLASS Story in Perspective................................9  \nReconsiderations .....................................................10  \nAbout the Authors ...................................................11  \nThis report was written by:  \nGary Sykes Courtney Bell Bhavya Shukla  \nThe analysis reported in this policy note was made possible in part by a grant from the Spencer Foundation (\\#201700160) . The views expressed are those of the authors and do not necessarily reflect the views of the Spencer Foundation.  \nCopyright © 2020 by Educational Testing Service. All rights reserved. ETS, the ETS logo, and MEASURING THE POWER OF LEARNING are registered trademarks of Educational Testing Service (ETS) . All other trademarks are the property of their respective owners.  \nMarch 2020  \nETS Center for Research on Human Capital and Education  \nResearch and Development Educational Testing Service Rosedale Road  \nPrinceton, NJ 08541-0001  \nSuggested citation: Gary Sykes, Courtney Bell, and Bhavya Shukla, Indicators of Teaching Quality: Appraising the Case of Early Childhood Education (Princeton, NJ: Educational Testing Service, 2020) .  \nIntroduction  \n“  \nWe can't fix what we can't see.  \n—a NASA® official regarding fine-grained satellite images of Earth  \n”  \nAmericans, it might be said, accept a good deal on faith, but they also place a lot of faith in numbers. Measures are used in almost every field of endeavor today, including commerce, politics, science, and popular culture (think fantasy sports leagues) . In fields such as medicine, measurement has proven crucial to progress in diagnosis and treatment. Hospitals and organizations of all kinds use measurement to support decision making. Leaders in business and government routinely rely on a range of indicators to guide problem analysis and strategy. Browse among offerings from any of the management gurus at your nearby airport bookstore and you will find a lot of attention devoted to measuring what matters.  \nThe education field is no exception to the growing importance of measurement, abetted by dramatic advances in computing and data analysis. One prominent measure, the National Assessment of Educational Progress (NAEP), now celebrates 50 years of reporting on the academic achievement of America's students, and many other kinds of educational measures have been developed and used over the years. Through programs such as NAEP and other recurring data collections, the federal government tracks indicators on outputs as far as what students are learning in school, and on trends in inputs to schooling such as per-pupil expenditures, school staffing, and educator credentials.  \nHowever, in K–12 education, there is an anomaly to this story of progress guided by advancesin the science of measurement. There is a hole right between the inputs and outputs of education. We have no valid, widely used measures of teaching itself, of the quality of instruction across the public education system. This is a crucial omission because without an understanding of the instructional process, we have no firm basis for interpreting trends in student learning or, more importantly, for guiding efforts at improvement—we can't fix what we can't see. Measures of inputs are important for many purposes, but they are weak proxies for what teachers do with students in the classroom on a daily basis, and r","cbCaiaFxnQiGmkeT","https://ap.wps.com/l/cbCaiaFxnQiGmkeT","pdf",908527,"English","# Introduction\n## On Indicators\n## A Case in Point: Indicators in Early Childhood Education\n## Bringing CLASS to Class\n## The CLASS Story in Perspective\n## Reconsiderations\n## About the Authors","[{\"question\":\"Why is measuring teaching quality considered a critical gap in K–12 education?\",\"answer\":\"The report notes there is an absence of valid, widely used measures of teaching and instructional quality, leaving no reliable basis for interpreting learning trends or guiding improvement.\"},{\"question\":\"What does the document say about the relationship between classroom inputs and student outcomes?\",\"answer\":\"It states that studies of student achievement show classroom-level inputs matter for schooling outcomes, while measures of inputs are only weak proxies for what teachers do daily in classrooms.\"},{\"question\":\"How does the report connect instructional quality to equity?\",\"answer\":\"It argues inequality appears across existing measures, with significant variation between and within schools, typically disadvantaging minoritized students.\"}]","Indicators of Teaching Quality - Appraising the Case of Early Childhood Education | PDF",1792048067]