Access the full text.
Sign up today, get DeepDyve free for 14 days.
Y. Goddard, R. Goddard, Minjung Kim (2015)
School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated InstructionAmerican Journal of Education, 122
Thomas Kane, D. Staiger (2002)
The Promise and Pitfalls of Using Imprecise School Accountability MeasuresJournal of Economic Perspectives, 16
(2002)
Randomly accountable
(1990)
The social consequences of growing up in a poor neighborhood
Dan Goldhaber, Michael Hansen (2010)
ASSESSING THE POTENTIAL OF USING VALUE-ADDED ESTIMATES OF TEACHER JOB PERFORMANCE FOR MAKING TENURE DECISIONS*
Castl Survey
The Carnegie Foundation for the Advancement of TeachingNature, 83
D. Ballou, W. Sanders, P. Wright (2004)
Controlling for Student Background in Value-Added Assessment of TeachersJournal of Educational and Behavioral Statistics, 29
J. Angrist, Peter Hull, Parag Pathak, Christopher Walters (2015)
Leveraging Lotteries for School Value-Added: Testing and EstimationRandomized Social Experiments eJournal
D. Deming (2014)
Using School Choice Lotteries to Test Measures of School EffectivenessNBER Working Paper Series
Allan Wigfield, J. Eccles, D. Iver, D. Reuman, C. Midgley (1991)
Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school.Developmental Psychology, 27
(2007)
The technology of skill formation
R. Simmons, D. Blyth (1987)
Moving into adolescence: The impact of pubertal change and school context.
S. Konstantopoulos (2005)
Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92Teachers College Record: The Voice of Scholarship in Education, 108
(2014)
What do we know about the long - term impacts of teacher value - added ? ( Knowledge Brief No . 15 )
M. Berends, Ellen Goldring, M. Stein, X. Cravens (2010)
Instructional Conditions in Charter Schools and Students’ Mathematics Achievement GainsAmerican Journal of Education, 116
Kimberlee Everson (2017)
Value-Added Modeling and Educational AccountabilityReview of Educational Research, 87
J. Jennings, D. Deming, Christopher Jencks, Maya Lopuch, Beth Schueler (2015)
Do Differences in School Quality Matter More Than We Thought? New Evidence on Educational Opportunity in the Twenty-first CenturySociology of Education, 88
S. Lubienski, C. Lubienski, C. Crane (2008)
Achievement Differences and School Type: The Role of School Climate, Teacher Certification, and InstructionAmerican Journal of Education, 115
G. Phillips, E. Adcock (1997)
Measuring School Effects with Hierarchical Linear Modeling: Data Handling and Modeling Issues.
S. Konstantopoulos (2007)
A Comment on Variance Decomposition and Nesting Effects in Two- and Three-Level DesignsEconometrics eJournal
S. Raudenbush, A. Bryk (1992)
Hierarchical Linear Models: Applications and Data Analysis Methods
J. Heckman (2006)
Skill Formation and the Economics of Investing in Disadvantaged ChildrenScience, 312
Derek Briggs, Jonathan Weeks (2011)
The Persistence of School-Level Value-AddedJournal of Educational and Behavioral Statistics, 36
C. Secker, R. Lissitz (1999)
Estimating the Impact of Instructional Practices on Student Achievement in ScienceJournal of Research in Science Teaching, 36
Raj Chetty, Nathaniel Hendren, Lawrence Katz (2015)
NBER WORKING PAPER SERIES THE EFFECTS OF EXPOSURE TO BETTER NEIGHBORHOODS ON CHILDREN: NEW EVIDENCE FROM THE MOVING TO OPPORTUNITY EXPERIMENT
P. Hippel, Laura Bellows (2018)
How Much Does Teacher Quality Vary Across Teacher Preparation Programs? Reanalyses From Six StatesEduRN: Teacher Evaluation (Topic)
J. Lockwood, D. McCaffrey, Louis Mariano, C. Setodji (2007)
Bayesian Methods for Scalable Multivariate Value-Added AssessmentJournal of Educational and Behavioral Statistics, 32
Rigid rules will damage schools. The New York Times
Eric Anderman, M. Maehr (1994)
Motivation and Schooling in the Middle GradesReview of Educational Research, 64
James Heckman, Rodrigo Pinto, P. Savelyev (2012)
NBER WORKING PAPER SERIES UNDERSTANDING THE MECHANISMS THROUGH WHICH AN INFLUENTIAL EARLY CHILDHOOD PROGRAM BOOSTED ADULT OUTCOMES
S. Konstantopoulos (2007)
How Long Do Teacher Effects Persist?Behavioral & Experimental Economics
E. Hanushek, Steven Rivkin (2012)
The Distribution of Teacher Quality and Implications for PolicyAnnual Review of Economics, 4
L. Kyriakides, B. Creemers, P. Antoniou, D. Demetriou (2010)
A synthesis of studies searching for school factors: implications for theory and researchBritish Educational Research Journal, 36
(2006)
The effects of cognitive and noncog - nitive abilities on labor market outcomes and social behavior
D. Deming (2009)
Early Childhood Intervention and Life-Cycle Skill Development: Evidence from Head StartAmerican Economic Journal: Applied Economics, 1
Jesse Rothstein (2009)
Student Sorting and Bias in Value-Added Estimation: Selection on Observables and UnobservablesEducation Finance and Policy, 4
Raj Chetty, John Friedman, Jonah Rockoff (2014)
Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added EstimatesThe American Economic Review, 104
Jonah Deutsch (2013)
Using School Lotteries to Evaluate the Value-Added Model.Society for Research on Educational Effectiveness
B. Creemers, G. Reezigt (1996)
School-Level Conditions Affecting the Effectiveness of Instruction.School Effectiveness and School Improvement, 7
(2008)
© notice, is given to the source. Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation
J. Angrist, K. Lang (2004)
Does School Integration Generate Peer Effects? Evidence from Boston's Metco ProgramIZA Institute of Labor Economics Discussion Paper Series
(2017)
The testing charade
Jesse Rothstein (2008)
Teacher Quality in Educational Production: Tracking, Decay, and Student AchievementNBER Working Paper Series
Moshe Adler (2014)
NEPC Review: Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates and Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood
E. Baker, Paul Barton, L. Darling-Hammond, Edward Haertel, Helen Ladd, R. Linn, D. Ravitch, R. Rothstein, R. Shavelson, L. Shepard (2010)
Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper #278.
D. McCaffrey, J. Lockwood, D. Koretz, T. Louis, L. Hamilton (2004)
Models for Value-Added Modeling of Teacher EffectsJournal of Educational and Behavioral Statistics, 29
Eric Isenberg, Heinrich Hock (2012)
Measuring School and Teacher Value Added in DC, 2011-2012 School Year: Final Report.Mathematica Policy Research Reports
(2016)
Inequality in children ’ s contexts : Income segregation of households with and without children
Sean Reardon, S. Raudenbush (2009)
Assumptions of Value-Added Models for Estimating School EffectsEducation Finance and Policy, 4
D. McCaffrey, Tim Sass, J. Lockwood (2008)
THE INTERTEMPORAL STABILITY OF TEACHER EFFECT ESTIMATES
Ann Owens, Sean Reardon, Christopher Jencks (2016)
Income Segregation Between Schools and School DistrictsAmerican Educational Research Journal, 53
Raj Chetty, John Friedman, Jonah Rockoff (2016)
Using Lagged Outcomes to Evaluate Bias in Value-Added ModelsNBER Working Paper Series
J. Heckman, Stefano Mosso (2014)
The Economics of Human Development and Social MobilityNBER Working Paper Series
Raj Chetty, John Friedman, N. Hilger, Emmanuel Saez, D. Schanzenbach, Danny Yagan (2010)
How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project StarLabor: Human Capital eJournal
B. Nye, S. Konstantopoulos, L. Hedges (2004)
How Large Are Teacher Effects?Educational Evaluation and Policy Analysis, 26
Kevin Rathunde, M. Csíkszentmihályi (2005)
Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School EnvironmentsAmerican Journal of Education, 111
(2019)
U.S. schools struggle to hire and retain teachers. Economic Policy Institute
R. Barr, Robert Dreeben, Nonglak Wiratchai (1991)
How Schools Work
C. Koedel, J. Betts (2007)
Re-Examining the Role of Teacher Quality in the Educational Production Function. Working Paper 2007-03.
(2013)
Estimating teacher contributions to student learning : The role of the school
Since the early 2000s, educational evaluation research has primarily centered on teachers’, rather than schools’, contributions to students’ academic outcomes due to concerns that estimates of the latter were smaller, less stable, and more prone to measurement error. We argue that this disparity should be reduced. Using administrative data from three cohorts of Massachusetts public school students (N = 123,261) and two-level models, we estimate middle schools’ value-added effects on eighth-grade and 10th-grade math scores and, importantly, a non–test score outcome: 4-year college enrollment. Comparing our results to teacher-centered studies, we find that school effects (encompassing both teaching- and nonteaching-related factors) are initially smaller but nearly as stable and perhaps more persistent than are individual teacher effects. Our study motivates future research estimating the long-term effects of both teachers and schools on a wide range of outcomes.
American Educational Research Journal – SAGE
Published: Aug 1, 2021
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.