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Poutvaara, Panu (contributor); Takalo, Tuomas (contributor) - 2004 - [Elektronische Ressource]

Persistent link: https://www.econbiz.de/10002120356

Preschoolers' self-regulation, skill differentials, and early educational outcomes

Quis, Johanna Sophie; Bela, Anika; Heineck, Guido - 2019

Are there skill differentials in young children's competence levels by their self-regulation abilities and do such … early life differences mark the onset of increasing disparities in competence development? We add to previous research by … investigating the relationship between preschoolers' self-regulation and their mathematical competence and its development early in …

Persistent link: https://www.econbiz.de/10011964919

Gender, willingness to compete and career choices along the whole ability distribution

Buser, Thomas; Peter, Noemi; Wolter, Stefan C. - 2017

Men are generally found to be more willing to compete than women and there is growing evidence that willingness to compete is a predictor of individual and gender differences in career decisions and labor market outcomes. However, most existing evidence comes from the top of the education and...

Persistent link: https://www.econbiz.de/10011731879

Who benefits from KIPP?

Angrist, Joshua D.; Dynarski, Susan M.; Kane, Thomas J.; … - 2011

The nation's largest charter management organization is the Knowledge is Power Program (KIPP). KIPP schools are emblematic of the No Excuses approach to public education, a highly standardized and widely replicated charter model that features a long school day, an extended school year, selective...

Persistent link: https://www.econbiz.de/10009305486

School quality and the development of cognitive skills between age four and six

Borghans, Lex; Golsteyn, Bart H. H.; Zölitz, Ulf - 2015

This paper studies the extent to which young children develop their cognitive ability in high and low quality schools. We use a representative panel data set containing cognitive test scores of 4-6 year olds in Dutch schools. School quality is measured by the school's average achievement test...

Persistent link: https://www.econbiz.de/10011307980

Does the precision and stability of value-added estimates of teacher performance depend on the types of students they serve?

Stacy, Brian; Guarino, Cassandra; Reckase, Mark D.; … - 2013

This paper investigates how the precision and stability of a teacher's value-added estimate relates to the characteristics of the teacher's students. Using a large administrative data set and a variety of teacher value-added estimators, it finds that the stability over time of teacher...

Persistent link: https://www.econbiz.de/10010201321

Evaluating specification tests in the context of value-added estimation

Guarino, Cassandra M.; Reckase, Mark D.; Stacy, Brian; … - 2014

We study the properties of two specification tests that have been applied to a variety of estimators in the context of value-added measures (VAMs) of teacher and school quality: the Hausman test for choosing between random and fixed effects and a test for feedback (sometimes called a...

Persistent link: https://www.econbiz.de/10010249395

A comparison of growth percentile and value-added models of teacher performance

Guarino, Cassandra; Reckase, Mark D.; Stacy, Brian; … - 2014

School districts and state departments of education frequently must choose between a variety of methods to estimating teacher quality. This paper examines under what circumstances the decision between estimators of teacher quality is important. We examine estimates derived from growth percentile...

Persistent link: https://www.econbiz.de/10010249396

Teacher quality and learning outcomes in kindergarten

Araujo, María Caridad; Carneiro, Pedro; Cruz Aguayo, … - 2016

We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end...

Persistent link: https://www.econbiz.de/10011454338

School inputs and skills : complementarity and self-productivity

Nicoletti, Cheti; Rabe, Birgitta - 2014

Using administrative data on schools in England, we estimate an education production model of cognitive skills at the end of secondary school. We provide empirical evidence of self-productivity of skills and of complementarity between secondary school inputs and skills at the end of primary...

Persistent link: https://www.econbiz.de/10010457396

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