The DOI matches its Crossref record; 50 of the 50 references it cites were found in a registry or an index.
The Intertemporal Variability of Teacher Effect Estimates
Abstract
The utility of value-added estimates of teachers' effects on student test scores depends on whether they can distinguish between high- and low-productivity teachers and predict future teacher performance. This article studies the year-to-year variability in value-added measures for elementary and middle school mathematics teachers from five large Florida school districts. We find year-to-year correlations in value-added measures in the range of 0.2–0.5 for elementary school and 0.3–0.7 for middle school teachers. Much of the variation in measured teacher performance (roughly 30–60 percent) is due to sampling error from “noise” in student test scores. Persistent teacher effects account for about 50 percent of the variation not due to noise for elementary teachers and about 70 percent for middle school teachers. The remaining variance is due to teacher-level time-varying factors, but little of it is explained by observed teacher characteristics. Averaging estimates from two years greatly improves their ability to predict future performance.
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Citations
Cites
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Self-citationTeachers and Student Achievement in the Chicago Public High Schools
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“Further, there is currently active research on the development of new classroom observation protocols to measure teacher performance (Blunk, 2007; Danielson and McGreal, 2000; Hill et al., 2007; Pianta and Hamre, forthcoming; Pianta, LaParo, and Hamre, 2006) that may prove”
BackgroundWhat does certification tell us about teacher effectiveness? Evidence from New York City
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- 10.1037/0021-9010.63.1.40 · doi:10.1037/0021-9010.63.1.40
Cited by
Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014) · American Economic Review · doi:10.1257/aer.104.9.2593 · Cited by 1,241
Generalizations about Using Value-Added Measures of Teacher Quality
Hanushek, E. A., & Rivkin, S. G. (2010) · American Economic Review · doi:10.1257/aer.100.2.267 · Cited by 793
Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement*
Rothstein, J. (2010) · Quarterly Journal of Economics · doi:10.1162/qjec.2010.125.1.175 · Cited by 735
Teacher Effects and Teacher-Related Policies
Jackson, C. K., Rockoff, J. E., & Staiger, D. O. (2014) · Annual Review of Economics · doi:10.1146/annurev-economics-080213-040845 · Cited by 300
Ronfeldt, M. (2012) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373711420865 · Cited by 218
Metadata
- Authors
- McCaffrey, D. F., Sass, T. R., Lockwood, J. R., & Mihaly, K.
- Venue
- Education Finance and Policy
- Publisher
- MIT Press - Journals
- Published
- 2009-10
- Volume
- 4
- Issue
- 4
- Pages
- 572-606
- ISSN
- 1557-3060 (ISSN-L)
- 1557-3079
- OpenAlex
- W2120520658
- Cited by
- 331
- References
- 50
- FWCI
- 104.22
- Type
- journal article
- Language
- en
- Open access
- closed
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- McCaffrey, D. F., Sass, T. R., Lockwood, J. R., & Mihaly, K. (2009). The Intertemporal Variability of Teacher Effect Estimates. Education Finance and Policy. https://doi.org/10.1162/edfp.2009.4.4.572
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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