Screening Teachers Effectively Across Roles and Classrooms

Abstract

A growing literature points to the conclusion that information collected while screening applicants has the potential to improve teacher hiring decisions. However, this work sheds little light on the extent to which the predictive validity of screening assessments varies across teacher types or teaching contexts. The author uses information on applicant teachers’ performance on prehire screening assessments in the Los Angeles Unified School District to see whether the relationship between performance on specific screening assessments and the outcomes of hired teachers varies across teacher types or student characteristics. The author finds little evidence that the predictive validity of screening instruments varies between elementary or single-subject teachers, or when teachers serve larger proportions of low-income students or English learners. However, the author finds suggestive evidence that screening instruments predict teachers’ outcomes somewhat differently in special education contexts. Taken as a whole, these results suggest teacher screening systems do not need to be highly differentiated to be useful or can be adapted relatively easily. This bolsters the case for using prehire screening to improve teacher quality and may also indicate the skills and attributes that define teacher quality are largely similar across roles and contexts.