Students linked to teachers identified as effective or ranked as high performing prior to the pandemic, experienced less negative impact on academic achievement during the lockdowns than students who were linked with less effective teachers prior to the pandemic.

That’s a major finding of a recent study from the Office of Learning Recovery and Acceleration at the North Carolina Department of Public Instruction.

The study also found that teacher longevity and principal effectiveness had less of an impact on student achievement when compared to teacher effectiveness.

If you ask North Carolinians, the study confirms a lot of common sense about the classroom and what many students and teachers have long known: the most effective teacher is not always the most experienced.

Isn’t it time our schools and pay scales reflect that reality?