Harvard and Brown researchers looked at upper-elementary teachers’ “influence on math test scores and students’ self-reported behavior, self-efficacy, and happiness in math class,” reports Teacher Quality Bulletin.
More than a quarter of the most effective teachers (based on test scores) were among the least effective when evaluated using student non-tested outcomes.
To further complicate matters, the non-academic outcomes don’t always correlate. For example, teacher scores on classroom organization had a positive correlation with student behavior but a negative correlation with happiness in class.
Do we prefer teachers with happy, low-scoring students to teachers with high-scoring but unhappy students?