An investigation of the predictive validity of a structured teacher -interview instrument

Scott A Mills, Purdue University

Abstract

The primary focus of this research was the investigation of the relationship between the Ventures for Excellence (VE) structured teacher-interview and student growth measured by the Northwest Evaluation Association's (NWEA) Measure of Academic Progress (MAP) assessments for reading, language usage, and mathematics. Secondary investigations sought to distinguish differences between teachers hired using VE and teachers hired prior to the use of VE as well as the relationship between years of teaching experience and student growth. A total of 61 third, fourth, and fifth grade teachers from a single public school district were compared to their students' academic growth based upon the hiring status of the teachers or their years of teaching experience. This research found that a positive linear relationship existed between a teacher's VE score and their students' academic growth; however, the variation explained only ranged from 7% to 13%. Additionally, this research found that teachers who scored 14 or higher (HIGH level) on VE had students who significantly outperformed the students whose teachers scored 13 or less. No significant relationships were discovered between teachers hired using VE and teachers hired before VE. Also, no significant relationships between years of teaching experience and student academic growth were present. In every data set, the HIGH level teachers led students to higher rates of growth than all other teacher groups in the study. This research would support that the VE instrument was capable of identifying teachers who could help their students learn at significantly higher rates.

Degree

Ph.D.

Advisors

McInerney, Purdue University.

Subject Area

School administration

COinS