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Is a good elementary teacher always good? : assessing teacher performance estimates across subjects

Goldhaber, Daniel D.; Cowan, James; Walch, Joe - In: Economics of education review 36 (2013), pp. 216-228

Persistent link: https://www.econbiz.de/10010361114

Do bonuses affect teacher staffing and student achievement in high poverty schools? : evidence from an incentive for national board certified teachers in Washington State

Cowan, James; Goldhaber, Daniel D. - In: Economics of education review 65 (2018), pp. 138-152

Persistent link: https://www.econbiz.de/10012002527

Everyone's doing it, but what does teacher testing tell us about teacher effectiveness?

Goldhaber, Daniel D. - In: Journal of human resources : JHR 42 (2007) 4, pp. 765-794

Persistent link: https://www.econbiz.de/10003611536

Do teachers' race, gender and ethnicity matter? : Evidence from NELS88

Ehrenberg, Ronald G. - 1994

Persistent link: https://www.econbiz.de/10000886112

Why don't schools and teachers seem to matter? : assessing the impact of unobservables on educational productivity

Goldhaber, Daniel D. - In: Journal of human resources : JHR 32 (1997) 3, pp. 505-523

Persistent link: https://www.econbiz.de/10001225491

What's in a teacher test? : assessing the relationship between teacher licensure test scores and student STEM achievement and course-taking

Goldhaber, Daniel D.; Gratz, Trevor; Theobald, Roddy - In: Economics of education review 61 (2017), pp. 112-129

Persistent link: https://www.econbiz.de/10011846604

Teacher licensure status and student achievement : lessons from private schools

Sharkey, Nancy S.; Goldhaber, Daniel D. - In: Economics of education review 27 (2008) 5, pp. 504-516

Persistent link: https://www.econbiz.de/10003792592

Why Don't Schools and Teachers Seem to Matter? : Assessing the Impact of Unobservables on Educational Productivity

Brewer, Dominic J.; Goldhaber, Dan - 1998

In this paper, we use data drawn from the National Educational Longitudinal Study of 1988, which allows students to be linked to particular teachers and classes, to estimate the impact of observable and unobservable schooling characteristics on student outcomes. A variety of models show some...

Persistent link: https://www.econbiz.de/10014094531