How do Principals Assign Students to Teachers? Finding Evidence in Administrative Data and the Implications for Value Added
- 12 July 2014
- journal article
- research article
- Published by Wiley in Journal of Policy Analysis and Management
- Vol. 34 (1), 32-58
- https://doi.org/10.1002/pam.21781
Abstract
No abstract availableKeywords
Funding Information
- IES Statistical Research and Methodology (R305D10028)
- U.S. Department of Education (R305B090011)
This publication has 31 references indexed in Scilit:
- Would a Value-Added System of Retention Improve the Distribution of Teacher Quality? A Simulation of Alternative PoliciesJournal of Policy Analysis and Management, 2013
- Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein CritiqueEducation Finance and Policy, 2011
- Hire Today, Gone Tomorrow: New Teacher Classroom Assignments and Teacher MobilityEducation Finance and Policy, 2010
- Value Added to What? How a Ceiling in the Testing Instrument Influences Value-Added EstimationEducation Finance and Policy, 2010
- An empirical analysis of teacher spillover effects in secondary schoolEconomics of Education Review, 2009
- Teacher value‐added: Don't end the search before it startsJournal of Policy Analysis and Management, 2009
- Evaluating value‐added models: A validity argument approachJournal of Policy Analysis and Management, 2009
- Within-School Segregation in an Urban School DistrictEducational Evaluation and Policy Analysis, 2005
- Resource and Peer Impacts on Girls' Academic Achievement: Evidence from a Randomized ExperimentAmerican Economic Review, 2005
- Conceptual and Empirical Issues in the Estimation of Educational Production FunctionsThe Journal of Human Resources, 1979