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ERIC Number: ED510524
Record Type: Non-Journal
Publication Date: 2009-Feb
Pages: 33
Abstractor: As Provided
Reference Count: 14
An Empirical Analysis of Teacher Spillover Effects in Secondary School. Working Paper 2008-25
Koedel, Cory
National Center on Performance Incentives
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. The initial results indicate that reading output is jointly produced by math and English teachers. However, while falsification tests confirm the English-teacher effects, they cast some doubt about whether the math-teacher effects are free from sorting bias. The results offer a mixed review of the value-added methodology, suggesting that it can be useful but should be implemented cautiously. Appendix A provides summary statistics of the key differences between the entire San Diego Unified School District high school student sample and the final sample used for estimation. (Contains 10 tables and 27 footnotes.)
National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Vanderbilt University, National Center on Performance Incentives