ScienceDaily (12/7/07) — Parents prefer teachers who make their children happy even more than those who emphasize academic achievement, a new University of Michigan study shows.
When requesting a teacher for their elementary school children, parents are more likely to choose teachers who receive high student satisfaction ratings than teachers with strong achievement ratings, said Brian Jacob, the study’s co-author and director of the Center on Local, State and Urban Policy at the U-M Gerald R. Ford School of Public Policy.
These findings, however, mask striking differences across schools. Families in higher poverty schools strongly value student achievement and appear indifferent to the principal’s report of a teacher’s ability to promote student satisfaction. The results are reversed for families in wealthier schools.
“The value of this study is that it helps education practitioners and policymakers better understand how factors such as family poverty can influence what parents are looking for in a school,” Jacob said. “While all parents presumably want what is best for their children, this can mean very different things depending on the school and neighborhood context.”
Lars Lefgren, an economist at Brigham Young University, co-authored the study.
The study is the first known review of its kind to examine parents’ preferences using information on parent requests for specific teachers within a school. The sample included more than 300 kindergarten through sixth grade teachers in a mid-sized school district in western United States. This district did not have a formal procedure for parent requests, but parents could submit requests to principals before class assignments were made.
Within a school, there were no differences between more and less advantaged parents who requested a teacher in terms of the value the parents placed on student satisfaction versus student achievement. Continue
