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Methods for Accounting for Co-Teaching in Value-Added Models

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Author Info

  • Heinrich Hock
  • Eric Isenberg

Abstract

This working paper helps to address the issue of isolating the effect of each teacher on student achievement when the student is taught the same subject by more than one teacher. This paper considers and compares three methods—Partial Credit Method, Teacher Team Method, and Full Roster Method—to estimate teacher effects. Based on the analysis, the authors conclude that the latter two methods provide a more stable approach to estimating teacher effects on student achievement. Furthermore, the Full Roster Method offers the most promise for robust, practical implementation.

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File URL: http://mathematica-mpr.com/publications/pdfs/education/acctco-teaching_wp.pdf
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Bibliographic Info

Paper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number 7482.

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Length: 24
Date of creation: 30 Jun 2012
Date of revision:
Handle: RePEc:mpr:mprres:7482

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Postal: Mathematica Policy Research P.O. Box 2393 Princeton, NJ 08543-2393 Attn: Communications
Fax: (609) 799-0005
Web page: http://www.mathematica-mpr.com/
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Keywords: Methods; Co-Teaching; Value-Added Models; Education;

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References

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  1. Jesse Rothstein, 2008. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," NBER Working Papers 14442, National Bureau of Economic Research, Inc.
  2. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2011. "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood," NBER Working Papers 17699, National Bureau of Economic Research, Inc.
  3. Cory Koedel & Julian Betts, 2009. "Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique," Working Papers 0902, Department of Economics, University of Missouri.
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Citations

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Cited by:
  1. Mariesa Herrmann & Elias Walsh & Eric Isenberg & Alexandra Resch, 2013. "Shrinkage of Value-Added Estimates and Characteristics of Students with Hard-to-Predict Achievement Levels," Mathematica Policy Research Reports 7748, Mathematica Policy Research.
  2. Eric Isenberg & Elias Walsh, 2013. "Measuring Teacher Value Added in DC, 2012-2013 School Year," Mathematica Policy Research Reports 7916, Mathematica Policy Research.
  3. Eric Isenberg & Bing-ru Teh & Elias Walsh, 2013. "Elementary School Data Issues: Implications for Research Using Value-Added Models," Mathematica Policy Research Reports 7948, Mathematica Policy Research.

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