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School-Based Accountability and the Distribution of Teacher Quality Across Grades in Elementary School

Fuller, Sarah C.; Ladd, Helen F. - In: Education Finance and Policy 8 (2013) 4, pp. 528-559

of teacher quality in the upper grades (3–5) and to examine the hypothesis that school accountability pressures … introduction of No Child Left Behind. Consistent with that pattern, we find that schools responded to accountability pressures by … the view that accountability pressure induces schools to pursue actions that work to the disadvantage of children in the …

Persistent link: https://www.econbiz.de/10010835618

Stock vs. mutual insurers: Who should and who does charge more?

Braun, Alexander; Schmeiser, Hato; Rymaszewski, Przemysław - In: European Journal of Operational Research 242 (2015) 3, pp. 875-889

We contribute to the literature by developing a normative theory of the relationship between stock and mutual insurers based on a contingent claims framework. To consistently price policies provided by firms in these two legal forms of organization, we extend the work of Doherty and Garven...

Persistent link: https://www.econbiz.de/10011190798

Teachers’ salaries and human capital, and their effects on academic performance: an institution-level analysis of Los Angeles County high schools

Cebula, Richard; Mixon, Franklin; Montez, Mark - In: Journal of Economics and Finance 39 (2015) 2, pp. 347-356

This study re-examines the relationships between school performance (at the high school level) on standardized exams and both teacher pay/salaries and teacher quality, where the latter is measured by teachers’ human capital. To undertake this analysis, we employ Academic Performance Index...

Persistent link: https://www.econbiz.de/10011241380

Match Quality, Worker Productivity, and Worker Mobility: Direct Evidence from Teachers

Jackson, C. Kirabo - In: The Review of Economics and Statistics 95 (2013) 4, pp. 1096-1116

I investigate the importance of the match between teachers and schools for student achievement. I show that teacher effectiveness increases after a move to a different school and estimate teacher-school match effects. Match quality explains away a quarter of and has two-thirds the explanatory...

Persistent link: https://www.econbiz.de/10011010014

Licensure: Exploring the Value of this Gateway to the Teacher Workforce

Goldhaber, Dan - In: Handbook of the Economics of Education

Empirical research bears out the conventional wisdom that teacher quality is the key schooling resource influencing student achievement, so it is not surprising that policy makers attempt to influence it by regulating admission into the teacher labor market through licensure systems. Most of...

Persistent link: https://www.econbiz.de/10008914680

Occupational choice: Teacher quality versus teacher quantity

Hatsor, Limor - In: Labour Economics 19 (2012) 4, pp. 608-623

This article examines the relationship between skill-biased technological changes and the decline in both teacher quality and pupil–teacher ratio—called the “quality–quantity trade-off”—in the United States and other advanced economies during the past several decades. The study...

Persistent link: https://www.econbiz.de/10011051699

Out-of-Field Teachers and Student Achievement

Dee, Thomas S.; Cohodes, Sarah R. - In: Public Finance Review 36 (2008) 1, pp. 7-32

This study examines whether subject-specific teacher certification and academic degrees are related to teacher quality. The research design exploits contemporaneous, within-student comparisons made possible by a unique feature of the National Education Longitudinal Study of 1988 (NELS:88)....

Persistent link: https://www.econbiz.de/10010552765

Impediments to the Estimation of Teacher Value Added

Ishii, Jun; Rivkin, Steven G. - In: Education Finance and Policy 4 (2009) October, pp. 520-536

This article considers potential impediments to the estimation of teacher quality caused primarily by the purposeful behavior of families, administrators, and teachers. The discussion highlights the benefits of accounting for student and school differences through a value-added modeling approach...

Persistent link: https://www.econbiz.de/10010559550

Policy Evaluation versus Explanation of Outcomes in Education: That Is, Is It the Teachers? Is It the Parents?

Startz, Richard - In: Education Finance and Policy 7 (2012) July, pp. 360-374

Education reform advocates who base policy decisions on empirical research often face the argument that because background variables explain so much of student outcomes, it follows that policy interventions cannot be effective. This policy brief explains the logical fallacy in the argument,...

Persistent link: https://www.econbiz.de/10010559572

Value Added to What? How a Ceiling in the Testing Instrument Influences Value-Added Estimation

Koedel, Cory; Betts, Julian - In: Education Finance and Policy 5 (2010) January, pp. 54-81

Value-added measures of teacher quality may be sensitive to the quantitative properties of the student tests upon which they are based. This article focuses on the sensitivity of value added to test score ceiling effects. Test score ceilings are increasingly common in testing instruments across...

Persistent link: https://www.econbiz.de/10010559602

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