英语翻译But what is teacher quality?How can one measure it relia

英语翻译
But what is teacher quality?How can one measure it reliably?
An analysis is issued on a sample of data from a Texas school district.
Experts argue convincingly that teacher effectiveness should be measured by
students’ gains on standardized tests:Mr.Smith is presumably a better teacher
than Ms.Brown if his students consistently improve their test scores more than
hers do.
Though this approach is appealing,there are tricky issues.For example,what
if Ms.Brown teaches in a school where students score so high there is little
room for improvement?
The authors try to correct for this problem,as well as other sorts of
measurement issues,to generate a measurement of teacher effectiveness.The
paper is primarily concerned with how this measure is related to other
observable characteristics.
The first finding is that there is a large variation in teacher
effectiveness:some teachers consistently have a larger impact on their
students’ achievement than others.
Second,easily observable characteristics like having a master’s degree or a
passing score on the teacher certification exam are not correlated with teacher
effectiveness.
Then what does matter?The most important single influence is experience:
first-year teachers are much less effective than others.The second year is
significantly better,and by the fourth year,most teachers hit their
stride.
It is not entirely clear whether this experience effect is learning by doing
(the more you teach,the more effective you become) or survival of the fittest
(those who are not good at teaching tend to drop out early.)
From my reading of the paper,both effects appear important and there is no
simple answer.The data do suggest,however,that teacher effectiveness is
pretty clear by the end of the second year,so the information to make an
informed decision is available at that time.
The authors also investigate the contentious issue of racial matching of
students and teachers.Here they find strong evidence that minority teachers
tend to be more effective with minority students.Again,it is unclear whether
this is because of a role model effect (students respond better to a teacher of
their own race) or an empathy effect (teachers empathize better with students of
their own race) or something else entirely.
The authors also look at teacher mobility.There is some evidence that
teachers who quit teaching or switch schools tend to be below average in
effectiveness.This is consistent with the survival-of-the-fittest model.
翻译的好了有加分

但什么是教师的质量?如何能够可靠地衡量吗?
分析从德克萨斯学区的样本数据发布.
专家认为有说服力,教师效能的衡量标准应该是
学生在标准化考试中的收益：史密斯先生大概是一个更好的老师
不是布朗女士如果他的学生不断提高他们的考试成绩比
她做的.
虽然这种方法是有吸引力的,也有棘手的问题.比如说呢?干嘛
如果布朗女士在一个学校里的学生得分如此之高,很少有教
改进的余地吗?
作者试图纠正这个问题,以及其他各种各样的
测量问题,生成教师效能的测量.的
本文主要关注的是如何测量有关的其他
显著的特征.
第一个发现是,有一个大的变化在老师
效果：一些老师一直对他们的影响更大
学生的成绩比其他人.
第二,喜欢有一个硕士学位或很容易观察到的特征
在教师资格认证考试的合格分数不相关的老师
有效性.
然后,什么事?最重要的一个影响是经验：
一年级老师比别人少有效.第二年
更好的,通过第四年,大多数老师打了他们
步幅.
目前尚不清楚这是否是通过做来学习经验的影响
（你越教越有效,你成为）或适者生存
（那些不擅长教学,往往过早辍学了.）
从我的文章的阅读,都显得重要和有没有影响
简单的答案.数据表明,然而,教师效能
第二年年底,很明显的,所以信息进行
明智的决定是在那个时间.
作者还探讨种族匹配的有争议的问题
学生和教师.他们在这里找到了有力的证据,少数民族教师
往往是更有效的与少数民族学生.再次,目前尚不清楚
这是因为一个榜样作用（学生更好地应对老师
他们自己的种族）或移情效应（教师与学生更好的理解
他们自己的种族）或者别的什么东西.
作者还看教师流动.有一些证据表明,
教师离开教学或开关的学校往往是低于平均水平
有效性.这是适者生存的一致性模型.