Generalizations about Using Value-Added Measures of Teacher Quality

By Eric A. Hanushek, Steven G. Rivkin. 2010

856 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/146d7ad8646696b52d0917d81166f07dc6cc022c

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In Education

Citations in the corpus

Teacher Expectations Matter (2016, positive): “A number of studies have shown that teachers are important inputs in the education production function (Chetty, Friedman, & Rockoff, 2014b; Hanushek & Rivkin, 2010).”
Teacher Effects and Teacher-Related Policies (2014, background): “Readers familiar with this literature might ask what they might find here that has not been covered in other review articles, including our own previous writing (e.g., Hanushek & Rivkin 2010; Staiger & Rockoff 2010; Jackson 2012).”
Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers With Their English Learners and Non-English Learners (2014, background): “Teacher quality has also been a dominant feature of much recent education research, including studies of how to measure teacher quality (Hanushek & Rivkin, 2010; Kane & Staiger, 2012), how to hire effective teachers (Rockoff, Jacob, Kane, & Staiger, 2011), and how to improve teacher effectiveness…”
I Think (I Am Doing Well), Therefore I Am: Assessing the Validity of Administrators' Self-Assessments of Performance (2013, background): “…Texas school superintendents clearly know that test scores are correlated with family income, race, school resources, and other factors; the literature on these matters is extensive (Babcock and Betts 2009; Burtless 1996; Hanushek and Rivkin 2010; Pfeiffer and Reuß 2008; Todd and Wolpin 2003).”
Teacher Evaluation Policy and Conflicting Theories of Motivation (2014, background): “…RESEARCHER Interest has again turned to teacher evaluation, driven partly by research that confirms that good teachers enhance student learning (e.g., Hanushek & Rivkin, 2010; Rowan, Correnti, & Miller, 2006) and partly by federal policies such as the Teacher Incentive Fund (Heyburn, Lewis, &…”
Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “This line of work seeks to improve teaching by using robust measures of quality to weed out the worst teachers and learn from the best (Hanushek & Rivkin, 2010; Metzler, 2014).”
Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals. NBER Working Paper No. 17803. (2012, positive): “…for over three decades (see Hanushek (1979)), the recent addition of extensive administrative data bases has led to expansion of both the empirical analysis (Hanushek and Rivkin (2010b)) and the understanding of fundamental underlying estimation and interpretation issues (Meghir and Rivkin (2011)).”
Spending more of the school day in math class: Evidence from a regression discontinuity in middle school (2014, background): “The 0.16-0.18σ effect is similar in magnitude to the oft-estimated standard deviation in teacher effectiveness (Hanushek and Rivkin 2010), and the effect of smaller class-size in early grades (Krueger 1999).”
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools (2017, background): “…researchers because of the contested nature of teacher quality as it applies to classroom settings, and because of lack of consensus about which aspects of teachers matter most for improving student achievement (Fenstemacher and Richardson 2000; Hanushek et al. 2010; Palardy and Rumberger 2008).”
Value-added modeling: A review (2015, background): “Hanushek and Rivkin (2010) report estimates of the standard deviation of teacher value-added in math and reading (when available) across ten studies and conclude that the literature leaves “little doubt that there are significant differences in teacher effectiveness” (p. 269).”