An Empirical Analysis of Teacher Spillover Effects in Secondary School
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.
|Date of creation:||22 Jul 2008|
|Date of revision:|
|Publication status:||published in Economics of Education Review 2009|
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NBER Working Papers
14778, National Bureau of Economic Research, Inc.
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- Cory Koedel & Julian Betts, 2008. "Value-Added to What? How a Ceiling in the Testing Instrument Influences Value-Added Estimation," Working Papers 0807, Department of Economics, University of Missouri.
- 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.
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"Teachers and Student Achievement in the Chicago Public High Schools,"
Journal of Labor Economics,
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