The Market for Teacher Quality. NBER Working Paper No. 11154.

By Eric A. Hanushek, John F. Kain, D. M. O'Brien, Steven G. Rivkin. 2005

286 citations recorded by the source corpus.

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Citations in the corpus

Measuring teaching quality in higher education: assessing selection bias in course evaluations (2017, background): “Education quality matters for learning outcomes (Hanushek et al. 2005; Hanushek and Rivkin 2006) as well as outcomes later in life (Chetty et al. 2014b), and an important aspect of education quality is the quality of instruction (Hanushek and Rivkin 2006; Nye et al. 2004; Rivkin et al. 2005;…”
Toward a More Nuanced Understanding of New Teacher Attrition (2011, background): “Given that a fair percentage of this loss likely stemmed from ineffective teachers leaving or being counseled out of the profession in their pre-tenure years (Boyd et al., 2007; Goldhaber et al., 2007; Hanushek et al., 2005), the loss of real talent from teaching was even lower.”
Charter School Quality and Parental Decision Making With School Choice (2005, unknown): “The shock and 20 Bacolod and Tobias (2003), Hanushek et al. (2005), Tobias (2004) discuss this issue.”
Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Public Schools Keeping Their Best? CEDR Working Paper No. 2010-2.0. (2011, background): “Moreover, recent studies that measure teacher quality based on test score gains made by a teacher’s students have found that, on average, more effective teachers tend to stay in the classroom (Hanushek et al. 2005; Krieg 2006; West and Chingos 2008).”
Teacher training, teacher quality and student achievement (2011, unknown): “We also do not discuss Hanushek et al. (2005), which addresses somewhat similar questions and uses the same data source as Rivkin et al., but which does not focus on teacher training.”
Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education (2008, background): “Following the standard practice in this literature, we estimate value-added models that control for a wide variety of observable student and classroom characteristics, including prior achievement measures (see, e.g., Hanushek and Rivkin 2004; Rockoff 2004; Aaronson et al. 2007).”
Incentives, Selection, and Teacher Performance: Evidence from IMPACT. (2015, unknown): “For example, some studies have found that less effective early-career teachers are more likely to exit than more effective novice teachers (Boyd et al., 2011; Goldhaber, Gross, & Player, 2007; Hanushek et al., 2005; Murnane, 1984).”