Searching for Effective Teachers with Imperfect Information

By Douglas O. Staiger, Jonah E. Rockoff. 2010

405 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5191dfa4b6e9976120decfb9481b337d39476b71

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Citations in the corpus

School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools (2012, neutral): “3 As perWilson (1992), “The term Harambee has come to mean the provision of goods, usually social infrastructure, through the voluntary cooperation of members of the community.”
The Long-Run Impacts of Same-Race Teachers (2017, neutral): “…scores, non-cognitive skills, and long-run outcomes such as earnings and college going (Chetty et al., 2014; Jackson, 2018).6 However, identifying effective teachers a priori is difficult and the channels through which teachers affect long-run outcomes remain unclear (Staiger and Rockoff, 2010).”
The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers (2017, neutral): “Studies from the U.S. and Ecuador demonstrate (a) the importance of teachers; (b) low correlations between observed characteristics and TVA (Staiger and Rockoff, 2010) and; (c) the positive effects of the first two years of teacher experience on TVA (Rockoff, 2004; Chetty et al., 2014a Rivkin et…”
Teacher Expectations Matter (2016, neutral): “However, it remains unclear what specific behaviors and characteristics make teachers effective (Staiger & Rockoff, 2010).”
The Economic Value of Higher Teacher Quality. Working Paper 56. (2010, background): “These conclusions are also consistent with more U.S. evidence, such as that for New York City, in Kane, Rockoff, and Staiger (2008) and the related policy prescriptions in Gordon, Kane, and Staiger (2006) and Staiger and Rockoff (2010).”
Incentives and Test-Based Accountability in Education (2011, background): “The second combination is a frequently mentioned possible change in discussions about teacher quality—incentives for individual teachers in the form of sanctions that require teachers whose students do not meet some test-based level of performance to leave the profession (see, e.g., Lang, 2010; Stai”
Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS) (2013, background): “…theme of recent educational debate in public and research circles is the critical importance of providing all students with access to teachers who are highly engaged in their work (Economist Intelligence Unit, 2012; Pianta, Hamre, & Allen, 2012; Rimm-Kaufman & Hamre, 2010; Staiger & Rockoff, 2010).”
Teacher Quality and Learning Outcomes in Kindergarten (2016, background): “Much as in the United States (Rivkin et al. 2005; Staiger and Rockoff 2010), the returns to experience in Ecuador rise sharply in the first three years, and then flatten out.”