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Measuring teacher and school effectiveness at improving student achievement in Los Angeles elementary schools

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  • Buddin, Richard

Abstract

This study uses longitudinal student-level test score data to examine the effectiveness of elementary teachers and schools in Los Angeles. The results show that teacher effectiveness varies widely both across the Los Angeles school district and within district schools. Controlling for student background and preparation, we find only modest difference across schools in improving student achievement. We explore the sensitivity of teacher and school effectiveness measures to alternative regression controls. We find that teacher and school effectiveness measures are relatively insensitive to detailed controls for student and peer heterogeneity.

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File URL: http://mpra.ub.uni-muenchen.de/31963/
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Bibliographic Info

Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 31963.

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Date of creation: May 2011
Date of revision:
Handle: RePEc:pra:mprapa:31963

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Web page: http://mpra.ub.uni-muenchen.de
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Related research

Keywords: Student achievement; Teacher effectiveness; Value-added;

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References

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  1. Angrist, Joshua D. & Guryan, Jonathan, 2008. "Does teacher testing raise teacher quality? Evidence from state certification requirements," Economics of Education Review, Elsevier, vol. 27(5), pages 483-503, October.
  2. Richard Buddin & Gema Zamarro, 2009. "Teacher Qualifications and Middle School Student Achievement," Working Papers 671, RAND Corporation Publications Department.
  3. Cory Koedel & Julian Betts, 2007. "Re-Examining the Role of Teacher Quality In the Educational Production Function," Working Papers 0708, Department of Economics, University of Missouri.
  4. Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, vol. 25, pages 95-135.
  5. Douglas Harris & Tim R. Sass, 2006. "The Effects of Teacher Training on Teacher Value Added," Working Papers wp_2006_03_01, Department of Economics, Florida State University.
  6. Dan Goldhaber, 2007. "Everyone’s Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?," Journal of Human Resources, University of Wisconsin Press, vol. 42(4).
  7. Thomas J. Kane & Douglas O. Staiger, 2008. "Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation," NBER Working Papers 14607, National Bureau of Economic Research, Inc.
  8. Richard Buddin & Gena Zamarro, 2008. "Teacher Quality, Teacher Licensure Tests, and Student Achievement," Working Papers 555, RAND Corporation Publications Department.
  9. Jesse Rothstein, 2008. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," NBER Working Papers 14442, National Bureau of Economic Research, Inc.
  10. Strauss, Robert P. & Sawyer, Elizabeth A., 1986. "Some new evidence on teacher and student competencies," Economics of Education Review, Elsevier, vol. 5(1), pages 41-48, February.
  11. Brian A. Jacob & Lars Lefgren, 2008. "Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education," Journal of Labor Economics, University of Chicago Press, vol. 26, pages 101-136.
  12. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "How and Why do Teacher Credentials Matter for Student Achievement?," NBER Working Papers 12828, National Bureau of Economic Research, Inc.
  13. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September.
  14. Richard Buddin & Gema Zamarro, 2009. "Teacher Effectiveness in Urban High Schools," Working Papers 693, RAND Corporation Publications Department.
  15. Buddin, Richard, 2010. "How effective are Los Angeles elementary teachers and schools?," MPRA Paper 27366, University Library of Munich, Germany.
  16. Donald Boyd & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2005. "The draw of home: How teachers' preferences for proximity disadvantage urban schools," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 24(1), pages 113-132.
  17. Buddin, Richard & Zamarro, Gema, 2009. "Teacher qualifications and student achievement in urban elementary schools," Journal of Urban Economics, Elsevier, vol. 66(2), pages 103-115, September.
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Cited by:
  1. Guarino, Cassandra & Reckase, Mark D. & Wooldridge, Jeffrey M., 2012. "Can Value-Added Measures of Teacher Performance Be Trusted?," IZA Discussion Papers 6602, Institute for the Study of Labor (IZA).
  2. Scott A. Imberman & Michael F. Lovenheim, 2013. "Does the Market Value Value-Added? Evidence from Housing Prices After a Public Release of School and Teacher Value-Added," NBER Working Papers 19157, National Bureau of Economic Research, Inc.
  3. Dieterle, Steven G. & Guarino, Cassandra & Reckase, Mark D. & Wooldridge, Jeffrey M., 2012. "How do Principals Assign Students to Teachers? Finding Evidence in Administrative Data and the Implications for Value-added," IZA Discussion Papers 7112, Institute for the Study of Labor (IZA).

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