An Empirical Analysis of Teacher Spillover Effects in Secondary School. Working Paper 2008-25

Autor/in	Koedel, Cory
Institution	Vanderbilt University, National Center on Performance Incentives
Titel	An Empirical Analysis of Teacher Spillover Effects in Secondary School. Working Paper 2008-25
Quelle	(2009), (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Statistical Bias; Test Bias; Research Methodology; Educational Quality; Teacher Effectiveness; Achievement Gains; Data Interpretation; Replication (Evaluation); Social Studies; Mathematics Achievement; Science Achievement; Interdisciplinary Approach; Experimenter Characteristics; Achievement Rating; Achievement Tests + Suchen Sie Ihr Suchwort? Testkritik; Research method; Forschungsmethode; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Data evaluation; Datenauswertung; Gemeinschaftskunde; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement test; Testing; Test; Tests; Leistungsüberprüfung; Testdurchführung; Testen
Abstract	This paper examines whether educational production in secondary school involves joint production among teachers across subjects. In doing so, it also provides insights into the reliability of value-added modeling. Teacher value-added to reading test scores is estimated for four different teacher types: English, math, science, and social studies. The initial results indicate that reading output is jointly produced by math and English teachers. However, while falsification tests confirm the English-teacher effects, they cast some doubt about whether the math-teacher effects are free from sorting bias. The results offer a mixed review of the value-added methodology, suggesting that it can be useful but should be implemented cautiously. Appendix A provides summary statistics of the key differences between the entire San Diego Unified School District high school student sample and the final sample used for estimation. (Contains 10 tables and 27 footnotes.) (As Provided).
Anmerkungen	National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail: ncpi@vanderbilt.edu; Web site: http://www.performanceincentives.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10