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Teacher value-added and economic agency
Macartney, Hugh; McMillan, Robert; Petronijevic, Uros - 2019
Persistent link: https://www.econbiz.de/10012137668
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A nonparametric method for estimating teacher value-added
Gilraine, Michael; Gu, Jiaying; McMillan, Robert - 2021
Persistent link: https://www.econbiz.de/10012430237
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Teacher characteristics and student performance: evidence from random teacher-student assignments in China
Huang, Wei; Li, Teng; Pan, Yinghao; Ren, Jinyang - 2021
This paper investigates the impacts of teacher characteristics on student performance using a nationally representative and randomly assigned teacher-student sample in China. We find that having a more experienced or female homeroom teacher (HRT) with additional classroom management duties...
Persistent link: https://www.econbiz.de/10012486433
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Assessing Rothstein’s critique of teacher value-added models
Kinsler, Josh - In: Quantitative economics : QE ; journal of the … 3 (2012) 2, pp. 333-362
Value-added models of teacher effectiveness yield consistent estimates of teacher quality under the assumption that students are randomly assigned to classrooms conditional on ability. Rothstein (2010) tested and rejected this underlying sort- ing assumption, casting doubt on the usefulness of...
Persistent link: https://www.econbiz.de/10011756834
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Essays in applied microeconomics
Turner, Lesley J. - 2012
Persistent link: https://www.econbiz.de/10011819324
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Are high quality schools enough to close the achievement gap? : Evidence from a social experiment in Harlem
Dobbie, Will; Fryer, Roland G. <Jr.> - 2009
Persistent link: https://www.econbiz.de/10003913111
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The differential impact of compulsory schooling laws on school quality in the United States segregated South
Sansani, Shahar - In: Economics of education review 45 (2015), pp. 64-75
Persistent link: https://www.econbiz.de/10011457052
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Are high-quality schools enough to increase achievement among the poor? : evidence from the Harlem children's zone
Dobbie, Will; Fryer, Roland G. <Jr.> - In: American economic journal : a journal of the American … 3 (2011) 3, pp. 158-187
Persistent link: https://www.econbiz.de/10009237529
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Are High Quality Schools Enough to Close the Achievement Gap? Evidence from a Social Experiment in Harlem
Dobbie, Will - 2009
eliminate the achievement gap or whether the issues that poor children bring to school are too much for educators alone to … effective at increasing the achievement of the poorest minority children. Taken at face value, the effects in middle school are … effects in elementary school close the racial achievement gap in both subjects. We conclude by presenting four pieces of …
Persistent link: https://www.econbiz.de/10013155032
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Are High Quality Schools Enough to Close the Achievement Gap? Evidence from a Social Experiment in Harlem
Dobbie, Will - 2009
eliminate the achievement gap or whether the issues that poor children bring to school are too much for educators alone to … effective at increasing the achievement of the poorest minority children. Taken at face value, the effects in middle school are … effects in elementary school close the racial achievement gap in both subjects. We conclude by presenting four pieces of …
Persistent link: https://www.econbiz.de/10012463176