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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
Clarke, Ben; Baker, Scott; Smolkowski, Keith; Doabler, Christian; Strand Cary, Mari; Fien, Hank – Journal of Research on Educational Effectiveness, 2015
This study examined the efficacy of a core kindergarten mathematics program, Early Learning in Mathematics (ELM), a 120-lesson program with four content strands: (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. The study utilized a randomized block design, with 129 classrooms randomly assigned within schools to treatment…
Descriptors: Kindergarten, Young Children, Mathematics Instruction, Control Groups
The Effect of Catholic Schooling on Math and Reading Development in Kindergarten through Fifth Grade
Reardon, Sean F.; Cheadle, Jacob E.; Robinson, Joseph P. – Journal of Research on Educational Effectiveness, 2009
Prior research estimating the effect of Catholic schooling has focused on high school, where evidence suggests a positive effect of Catholic versus public schooling. In this article, we estimate the effect of attending a Catholic elementary school rather than a public school on the math and reading skills of children in kindergarten through fifth…
Descriptors: Public Schools, Catholic Schools, Mathematics Skills, Reading Skills