Measuring Teacher Value Added in DC, 2012-2013 School Year
AbstractThis report updates the approach to estimating value-added models of teacher effectiveness in the District of Columbia Public Schools (DCPS) and eligible DC charter schools participating in Race to the Top during the 2012â€“2013 school year.
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Bibliographic InfoPaper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number 7916.
Date of creation: 11 Sep 2013
Date of revision:
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Value Added; DC Schools; Education; Measuring Teacher;
Find related papers by JEL classification:
- I - Health, Education, and Welfare
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-10-25 (All new papers)
- NEP-EDU-2013-10-25 (Education)
- NEP-NPS-2013-10-25 (Nonprofit & Public Sector)
- NEP-URE-2013-10-25 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Heinrich Hock & Eric Isenberg, 2012. "Methods for Accounting for Co-Teaching in Value-Added Models," Mathematica Policy Research Reports 7482, Mathematica Policy Research.
- Arellano, M, 1987. "Computing Robust Standard Errors for Within-Groups Estimators," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 49(4), pages 431-34, November.
- Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2004.
"How Much Should We Trust Differences-in-Differences Estimates?,"
The Quarterly Journal of Economics,
MIT Press, vol. 119(1), pages 249-275, February.
- Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2002. "How Much Should We Trust Differences-in-Differences Estimates?," NBER Working Papers 8841, National Bureau of Economic Research, Inc.
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