This study uses administrative data linking students and teachers at the classroom level to evaluate teacher quality and joint production in secondary school. Teacher quality is measured by value-added to student test scores in math and reading. Although empirical research has struggled to link...

This study uses administrative data linking students and teachers at the classroom level to estimate teacher value-added to student test scores. We find that variation in teacher quality is an important contributor to student achievement more important than has been implied by previous work....

This article reviews the literature on teacher value-added. Although value-added models have been used to measure the contributions of numerous inputs to educational production, their application toward identifying the contributions of individual teachers has been particularly contentious. Our...

It is widely known that standardized tests are noisy measures of student learning, but value added models (VAMs) rarely take direct account of measurement error in student test scores. We examine the extent to which modifying VAMs to include information about test measurement error (TME) can...

We examine the efficiency implications of imposing proportionality in teacher evaluation systems. Proportional evaluations force comparisons to be between equally-circumstanced teachers. We contrast proportional evaluations with global evaluations, which compare teachers to each other regardless...