ERIC Number: ED510527
Record Type: Non-Journal
Publication Date: 2007-Apr
Pages: 54
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Re-Examining the Role of Teacher Quality in the Educational Production Function. Working Paper 2007-03
Koedel, Cory; Betts, Julian R.
National Center on Performance Incentives
This study uses administrative data linking students and teachers at the classroom level to estimate teacher value-added to student test scores. We find that variation in teacher quality is an important contributor to student achievement--more important than has been implied by previous work. This result is attributable, at least in part, to the lack of a ceiling effect in the testing instrument used to measure teacher quality. We also show that teacher qualifications are almost entirely unable to predict value-added. Motivated by this result, we consider whether it is feasible to incorporate value-added into evaluation or merit pay programs. (Contains 11 tables, 2 figures and 43 footnotes.)
Descriptors: Merit Pay, Teacher Effectiveness, Teacher Qualifications, Academic Achievement, Scores, Prediction, Predictor Variables, Elementary Education, Elementary School Students, Elementary School Teachers, Comparative Analysis, Teacher Evaluation, Measures (Individuals), Incentives
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: ncpi@vanderbilt.edu; Web site: http://www.performanceincentives.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Vanderbilt University, National Center on Performance Incentives
Identifiers - Location: California
IES Funded: Yes
Grant or Contract Numbers: R305A060034
IES Cited: ED544674