We consider the challenges and implications of controlling for school contextual bias when modeling teacher preparation program effects. Because teachers are not randomly distributed across schools, failing to account for contextual factors in achievement models could bias preparation program...

This article develops a model for longitudinal student achievement data designed to estimate heterogeneity in teacher effects across students of different achievement levels. The model specifies interactions between teacher effects and students' predicted scores on a test, estimating both...

The Project on Incentives in Teaching (POINT) was a three-year study testing the hypothesis that rewarding teachers for improved student scores on standardized tests would cause scores to rise. Results, as described in Springer et al. (2010b), did not confirm this hypothesis. In this article we...

The utility of value-added estimates of teachers' effects on student test scores depends on whether they can distinguish between high- and low-productivity teachers and predict future teacher performance. This article studies the year-to-year variability in value-added measures for elementary...