The gateway to the profession: Assessing teacher preparation programs based on student achievement
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Registry
Cites
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Estimates of the effects of many interventions designed to improve teacher effectiveness are overwhelmingly of similar or smaller magnitude.
“As Boyd, Grossman, Lankford, Loeb, and Wyckoff (2008) note, estimates of the effects of many interventions designed to improve teacher effectiveness are overwhelmingly of similar or smaller magnitude (e.g., Boyd, Lankford, et al., 2008; Goldhaber, Liddle, & Theobald, 2013; Kane et al., 2008; Koedel, Parsons, Podgursky, & Ehlert, in press).”
From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Goldhaber, Liddle, & Theobald, 2013
Cites
Teachers, Schools, and Academic Achievement
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005) · Econometrica · doi:10.1111/j.1468-0262.2005.00584.x · Cited by 4,501 · see citing works
On the Specification and Estimation of the Production Function for Cognitive Achievement
Todd, P. E., & Wolpin, K. I. (2003) · The Economic Journal · doi:10.1111/1468-0297.00097 · Cited by 1,514 · see citing works
Teacher-Student Matching and the Assessment of Teacher Effectiveness
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006) · Journal of Human Resources · doi:10.3368/jhr.xli.4.778 · Cited by 739 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Kraft, M. A., & Papay, J. P. (2014) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373713519496 · Cited by 433 · see citing works
Field placement schools and instructional effectiveness
Ronfeldt, M. (2015) · Journal of Teacher Education · doi:10.1177/0022487115592463 · Cited by 122 · see citing works
- Authors
- Goldhaber, D., Liddle, S., & Theobald, R.
- Affiliations
- University of Washington (US)
- Corresponding author
- Theobald, Roddy
- Venue
- Economics of Education Review
- Publisher
- Elsevier BV
- Published
- 2013-06
- Volume
- 34
- Pages
- 29-44
- ISSN
- 0272-7757 (ISSN-L)
- OpenAlex
- W2128714088
- Cited by
- 178
- References
- 3
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 4 · 2023: 9 · 2022: 18 · 2021: 10 · 2020: 14 · 2019: 16 · 2018: 20 · 2017: 14 · 2016: 24 · 2015: 10 · 2014: 16 · 2013: 11 · 2012: 6
- FWCI
- 98.41
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Economics of Education Review (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Carnegie Corporation of New York
- Washington State University
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- teacher education curriculum, teacher quality, academic performance, reading achievement, mathematics achievement
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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