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ERIC Number: ED530401
Record Type: Non-Journal
Publication Date: 2012-Mar
Pages: 47
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: N/A
Is It Just a Bad Class? Assessing the Long-Term Stability of Estimated Teacher Performance. Working Paper 73
Goldhaber, Dan; Hansen, Michael
National Center for Analysis of Longitudinal Data in Education Research
In this paper we report on work estimating the stability of value-added estimates of teacher effects, an important area of investigation given public interest in workforce policies that implicitly assume effectiveness is a stable attribute within teachers. The results strongly reject the hypothesis that teacher performance is completely stable within teachers over long periods of time, but estimates suggest that a component of performance appears to persist within teachers, even over a ten-year panel. We also find that little of the changes in teacher effectiveness estimates within teachers can be explained by observable characteristics. The Influence of Bias is appended. (Contains 6 tables, 4 figures and 41 footnotes.)
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Spencer Foundation
Authoring Institution: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Identifiers - Location: North Carolina
IES Funded: Yes
Grant or Contract Numbers: R305A060067