Generalizations about using value-added measures of teacher quality
EA Hanushek, SG Rivkin - American economic review, 2010 - pubs.aeaweb.org
EA Hanushek, SG Rivkin
American economic review, 2010•pubs.aeaweb.orgThe precise method of attributing differences in classroom achievement to teachers is the
subject of considerable discussion and analysis. We begin by briefly outlining the general
analytical framework that forms the basis of much of the work in this area and then describe
the range of results from recent efforts to measure the variance of teacher effectiveness.
Analyses of teacher value added typically begin with an education production function:
subject of considerable discussion and analysis. We begin by briefly outlining the general
analytical framework that forms the basis of much of the work in this area and then describe
the range of results from recent efforts to measure the variance of teacher effectiveness.
Analyses of teacher value added typically begin with an education production function:
The precise method of attributing differences in classroom achievement to teachers is the subject of considerable discussion and analysis. We begin by briefly outlining the general analytical framework that forms the basis of much of the work in this area and then describe the range of results from recent efforts to measure the variance of teacher effectiveness. Analyses of teacher value added typically begin with an education production function:
pubs.aeaweb.org