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Bitler, Marianne; Corcoran, Sean P.; Domina, Thurston; Penner, Emily K. – Journal of Research on Educational Effectiveness, 2021
We apply "value-added" models to estimate the effects of teachers on an outcome they cannot plausibly affect: student height. When fitting the relatively simple models that are widely used in educational practice to New York City data, we find the standard deviation of teacher effects on height is nearly as large as that for math and…
Descriptors: High Stakes Tests, Value Added Models, Teacher Influence, Teacher Effectiveness
Cimpian, Joseph R.; Lubienski, Sarah T.; Timmer, Jennifer D.; Makowski, Martha B.; Miller, Emily K. – AERA Open, 2016
Studies using data from the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 (ECLS-K:1999) revealed gender gaps in mathematics achievement and teacher perceptions. However, recent evidence suggests that gender gaps have closed on state tests, raising the question of whether such gaps are absent in the ECLS-K:2011 cohort.…
Descriptors: Children, Longitudinal Studies, Surveys, Gender Differences
Cimpian, Joseph R.; Lubienski, Sarah T.; Timmer, Jennifer D.; Makowski, Martha B.; Miller, Emily K. – Grantee Submission, 2016
Studies using data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K:1999) revealed gender gaps in mathematics achievement and teacher perceptions. However, recent evidence suggests that gender gaps have closed on state tests, raising the question of whether such gaps are absent in the ECLS-K:2011 cohort.…
Descriptors: Children, Longitudinal Studies, Surveys, Gender Differences
Morgan, Paul L.; Farkas, George; Hillemeier, Marianne M.; Mattison, Richard; Maczuga, Steve; Li, Hui; Cook, Michael – Educational Researcher, 2015
We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely…
Descriptors: Minority Group Students, Disproportionate Representation, Special Education, Elementary School Students
García, Emma; Weiss, Elaine – Economic Policy Institute, 2015
Understanding disparities in school readiness among America's children when they begin kindergarten is critically important, now more than ever. In today's 21st century global economy, it is expected that the great majority of children will complete high school ready to enter college or begin a career, and assume their civic responsibilities. This…
Descriptors: Kindergarten, Equal Education, Early Childhood Education, Social Influences