This paper examines whether educational production in secondary school involves joint production among teachers across subjects. In doing so, it also provides insights into the reliability of value-added modeling. Teacher value- added to reading test scores is estimated for four different teacher types: English, math, science and social studies. While the initial results indicate that reading output is jointly produced by math and English teachers, post-estimation falsification tests debunk the math-teacher effects - that is, there is in fact no evidence of joint production in secondary school. The results offer a mixed review of the value-added methodology, suggesting that it may be useful in some contexts but not others.
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Paper provided by Department of Economics, University of Missouri in its series Working Papers with number
0808.
References listed on IDEAS 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.:
Eric A. Hanushek & John F. Kain & Daniel M. O'Brien & Steven G. Rivkin, 2005.
"The Market for Teacher Quality,"
NBER Working Papers
11154, National Bureau of Economic Research, Inc.
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