Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates

Evaluating Value-Added Models for Teacher Accountability

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Are Teacher-Level Value-Added Estimates Biased? An Experimental Validation of Non-Experimental Estimates

For more than three decades, analyses of non-experimental data have reported considerable heterogeneity in teacher impacts on student achievement. We use data from a random-assignment experiment in Los Angeles Unified School District to test the validity of various non-experimental specifications. To do so, we first generated estimates for a group of teachers during a pre-experimental period an...

construction and validation of the translation teacher competency test and the scale of students’ perceptions of translation teachers

the major purpose of this study was to develop the translation teacher competency test (ttct) and examine its construct and predictive validity. the present study was conducted in two phases: a qualitative phase as well as a quantitative phase. in the first phase of the study, the author attempted to find out the major areas of competency required for an academic translation teacher. the second...

Measuring Value Added in the Pensions Industry

Teacher heterogeneity , value added and education policy ∗

This study examines the theoretical and practical implications of ranking teachers with a one-dimensional metric when teacher effectiveness varies across subjects or student types. We document the empirical failure of standard value-added assumptions of teacher input homogeneity, but demonstrate that previously suggested teacher firing policies still improve student welfare, although they resul...