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ERIC Number: EJ400551
Record Type: CIJE
Publication Date: 1989
Pages: N/A
Abstractor: N/A
Reference Count: 0
Could Teacher Grading Practices Account for Unexplained Variation in School Achievements?
Montmarquette, Claude; Mahseredjian, Sophie
Economics of Education Review, v8 n4 p335-43 1989
In the educational economics literature, input substitutions have been identified as the major difficulty in assessing school and teacher effectiveness. This paper uses Correa and Gruver's teacher-student interaction model to enhance the econometric specification of students' academic achievement equations by introducing a teacher grading variable. Grading does seem to matter. Includes 21 references. (MLH)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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