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Can Value-Added Measures of Teacher Performance Be Trusted?
Guarino, Cassandra M. - 2012
We investigate whether commonly used value-added estimation strategies can produce accurate estimates of teacher effects. We estimate teacher effects in simulated student achievement data sets that mimic plausible types of student grouping and teacher assignment scenarios. No one method...
Persistent link: https://www.econbiz.de/10013104960
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How Do Principals Assign Students to Teachers? Finding Evidence in Administrative Data and the Implications for Value-Added
Dieterle, Steven - 2013
researchers and widely contested by teachers' unions. A key concern is the extent to which nonrandom sorting of students to … important to assess the extent to which evidence of sorting can be found in the large administrative data sets used for VAM … estimation. Using a large longitudinal data set from an anonymous state, we find evidence that a nontrivial amount of sorting …
Persistent link: https://www.econbiz.de/10013088655
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Does the Precision and Stability of Value-Added Estimates of Teacher Performance Depend on the Types of Students They Serve?
Stacy, Brian - 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/10013073857
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Teacher Preferences, Working Conditions, and Compensation Structure
Johnston, Andrew C. - 2020
Improving schools depends on attracting high-caliber teachers and increasing retention, both made possible by appealing to teacher preferences. I deploy a discrete-choice experiment in a setting where teachers have reason to reveal their preferences. There are three main findings: (1) I...
Persistent link: https://www.econbiz.de/10012837321
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The Intergenerational Transmission of Teaching
Jacinto, Alberto - 2019
Parental influences, particularly parents' occupations, may influence individuals' entry into the teaching profession. Importantly, this mechanism may explain the relatively static demographic composition of the teaching force over time. We assess the role of parental influences on occupational...
Persistent link: https://www.econbiz.de/10012870279
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A Comparison of Growth Percentile and Value-Added Models of Teacher Performance
Guarino, Cassandra M. - 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/10013057918
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Does Test-Based Teacher Recruitment Work in the Developing World? Experimental Evidence from Ecuador
Araujo, Maria Daniela; Heineck, Guido; Cruz-Aguayo, Yyannu - 2021
Since 2007, the Ecuadorian government has required teacher candidates to pass national skill and content knowledge tests before they are allowed to participate in merit-based selection competitions for tenured positions at public schools in an attempt to raise teacher quality. We evaluate the...
Persistent link: https://www.econbiz.de/10013315030
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Preferences, Selection, and the Structure of Teacher Pay
Johnston, Andrew - 2022
I conduct a discrete-choice experiment with responses linked to administrative teacher and student records to examine teacher preferences for compensation structure and working conditions. I calculate willingness-to-pay for a rich set of work attributes. High-performing teachers have similar...
Persistent link: https://www.econbiz.de/10014084023
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Cross-Country Evidence on Teacher Performance Pay
Woessmann, Ludger - 2010
The general-equilibrium effects of performance-related teacher pay include long-term incentive and teacher-sorting …
Persistent link: https://www.econbiz.de/10013139508
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Pay for Percentile
Barlevy, Gadi - 2009
We propose an incentive pay scheme for educators that links educator compensation to the ranks of their students within appropriately defined comparison sets, and we show that under certain conditions our scheme induces teachers to allocate socially optimal levels of effort to all students....
Persistent link: https://www.econbiz.de/10013155609