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ERIC Number: EJ983154
Record Type: Journal
Publication Date: 2012
Pages: 32
Abstractor: As Provided
Reference Count: 14
ISSN: ISSN-0022-166X
Beyond Levels and Growth: Estimating Teacher Value-Added and Its Persistence
Kinsler, Josh
Journal of Human Resources, v47 n3 p722-753 Sum 2012
The levels and growth achievement functions make extreme and diametrically opposed assumptions about the rate at which teacher inputs persist. I first show that if these assumptions are incorrect, teacher value-added estimates can be significantly biased. I then develop a tractable, cumulative model of student achievement that allows for the joint estimation of unobserved teacher quality and its persistence. The model can accommodate varying persistence rates, student heterogeneity, and time-varying teacher attributes. I implement the proposed methodology using schooling data from North Carolina, and find that only a third of the contemporaneous teacher effect survives into the next grade. (Contains 7 tables and 32 footnotes.)
University of Wisconsin Press. 1930 Monroe Street, Madison, WI 53711-2059. Tel: 608-263-0668; Fax: 608-263-1173; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina