Can You Recognize an Effective Teacher When You Recruit One?

By Jonah E. Rockoff, Brian A. Jacob, Thomas J. Kane, Douglas O. Staiger. Education Finance and Policy, 2008

284 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/069b4c193124887adb54ee9c55b6be9f357c58ab

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Citations in the corpus

Teacher Quality and Learning Outcomes in Kindergarten (2016, methodology): “Other studies, including Rockoff et al. (2011) and Dobbie (2011), show that composite indices of teacher characteristics can predict value added.”
Teacher Incentives and Student Achievement: Evidence from New York City Public Schools (2011, unknown): “I find no evidence that teacher incentives increase student performance, attendance, or graduation, nor do I find evidence that these incentives change student or teacher behavior.”
Teacher applicant hiring and teacher performance: Evidence from DC public schools (2016, methodology): “Some recent research has produced promising results regarding how indices of teacher characteristics predict teaching performance, although these have included measures collected in low-stakes research surveys (Rockoff et al. 2011) or administrative data unavailable to schools and school districts (”
What Makes Great Teaching? Review of the Underpinning Research. (2014, background): “However, the search for a relationship between characteristics such as academic qualifications or general ability and student performance has been rather disappointing: correlations are typically very small or non-existent (Rockoff et al, 2011).”
Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice (2012, unknown): “The MKT has been shown to positively predict student outcomes (Hill et al. 2005; Rockoff et al. 2008).”
The Effect of Evaluation on Teacher Performance (2012, background): “Many of the intuitive candidates, like the possession of a graduate degree or teacher professional development, have proven to be dead ends, and while teachers do improve with experience, the returns to experience appear to level off relatively quickly (Hanushek 1986, 1997; Rockoff 2004; Jacob 2007;”
Teacher quality policy when supply matters (2012, background): “This is consistent with most of the available evidence, which generally indicates little relationship between between teaching effectiveness and characteristics observable on entry (Hanushek and Rivkin, 2006; Rockoff et al., 2011).”
Prediction Policy Problems (2015, background): “Other illustrative examples include: (i) in education, predicting which teacher will have the greatest value add (Rockoff et al., 2011); (ii) in labor market policy, predicting unemployment spell length to help workers decide on savings rates and job search strategies; (iii) in regulation, targeting”
Explaining machine learning classifiers through diverse counterfactual explanations (2019, background): “Similar to the loan example, this argument is valid for a range of scenarios involving decision-making on an individual’s outcome, such as deciding admission to a university [40], screening job applicants [33], disbursing government aid [3, 5], and identifying people at high risk of a future disease”