The study investigated several teacher characteristics, with a focus on two
measures of teaching experience, and their association with second grade student
achievement gains in low performing, high poverty schools in a Mid-Atlantic state.
Value-added models using three-level hierarchical linear modeling were used to
analyze the data from 1,544 students, 154 teachers, and 53 schools. Results indicated
that traditional teacher qualification characteristics such as licensing status and
educational attainment were not statistically significant in producing student
achievement gains. Total years of teaching experience was also not a significant
predictor but a more specific measure, years of teaching experience at a particular
grade level, was significantly associated with increased student reading achievement.
We caution researchers and policymakers when interpreting results from studies that
have used only a general measure of teacher experience as effects are possibly
underestimated. Policy implications are discussed.