Teacher Quality in Educational Production. Tracking, Decay, and Student Achievement. NBER Working Paper No. 14442.

By Jesse M. Rothstein. 2008

946 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/50f2abe66dd5cb2f50e5028537352229c07f46ac

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Citations in the corpus

Generalizations about Using Value-Added Measures of Teacher Quality (2010, background): “10 0.11 Barbara Nye, Spyros Konstantopoulos and Larry V. Hedges (2004) Tennessee 0.”
Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement (2015, neutral): “Non-random sorting of students to teachers (Clotfelter, Ladd, & Vigdor, 2006; Rothstein, 2010) and omitted measures of teachers’ skills and practices limit the success of prior research.”
The Dynamics of Teacher Quality (2013, background): “This kind of dynamic teacher selection is the teacher career analog of the dynamic matching of teachers to students as when students are assigned to teachers based on student or teacher performance in the previous grade level (Rothstein 2010).”
Incentives and their dynamics in public sector performance management systems (2010, background): “Richard Rothstein (2008) presents a wide-ranging, crossnational and historical review of such systems, including Soviet performance targets and incentives for enterprise production; performance indicators in the U.”
Instructional Alignment as a Measure of Teaching Quality (2014, background): “Because of the multifaceted nature of teaching, the challenges and limitations of VAM-based measures of teacher effectiveness (e.g., Papay, 2012; Rothstein, 2010), and the guidance from the American Educational Research Association, American Psychological Association, and National Council of Measure”
What's in a teacher test? Assessing the relationship between teacher licensure test scores and student STEM achievement and course-taking (2016, neutral): “…due to the sorting of students to teachrs along unobservable dimensions (e.g., Bacher-Hicks et al., 2014; hetty et al., 2014a; Jackson, 2014; Kane & Staiger, 2008; Kane et l., 2013; Koedel et al., 2015; Rothstein, 2010, 2014 ) suggests that his magnitude of sorting on unobservables is unlikely.”
Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains (2010, methodology): “Our analysis is based on standard education production functions that are often used in the literature to obtain estimates of school and teacher value-added using longitudinal student test score data linked to teachers and schools (Todd and Wolpin 2003; McCaffrey et al. 2003; McCaffrey et al. 2004; ”
New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement (2009, result): “…in design but clearly inappropriate.32 First, we add values of proportion black in the subsequent 32 These tests are similar in spirit to those of Rothstein (2008), who considers models of teacher value-added for future teachers where the future teachers could not influence the current student…”
A Model for Teacher Effects From Longitudinal Data Without Assuming Vertical Scaling (2010, background): “Rothstein (2008) in the context of estimating teacher fixed effects explores a model that allows teachers to have distinct proximal and future year effects, but he does not consider random effects modeling.”