Principals as Agents: Subjective Performance Measurement in Education

By Brian A. Jacob, Lars Lefgren. 2005

220 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5278b6fd24dc64a84cc51b46c89b6db8e4997ec3

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In Education

Citations in the corpus

Principal Preferences and the Uneven Distribution of Principals Across Schools (2010, background): “…outcomes, including student achievement, through their recruitment and motivation of quality teachers (Harris, Rutledge, Ingle, and Thompson, 2006; Jacob and Lefgren, 2005), their ability to identify and articulate school vision and goals, their effective allocation of resources, and their…”
Identifying Effective Teachers Using Performance on the Job. The Hamilton Project Policy Brief No. 2006-01. (2006, background): “For example, Jacob and Lefgren (2005) recently asked principals to subjectively rate teachers’ ability to raise the math and reading achievement of their students.”
Incentives and their dynamics in public sector performance management systems (2010, background): “Furthermore, subjective measures are also subject to distortion, including systematic discrimination such as that identified by Jacob and Lefgren (2005).”
Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers With Their English Learners and Non-English Learners (2014, background): “The variance of the true fixed effect is determined by ( ) ( ) ( ) ,σ σ σδ δ ε 2 2 2= −mean (6) where ( )σδ 2 is the variance of the estimated teacher fixed effects (Gordon, Kane, & Staiger, 2006; Jacob & Lefgren, 2005).”
Value added of teachers in high-poverty schools and lower poverty schools (2012, unknown): “We do find consistent evidence, however, that the variation in effectiveness among teachers in high poverty schools is greater than the variation among teachers in lower poverty schools.”
Can You Recognize an Effective Teacher When You Recruit One? (2008, background): “A small but growing literature demonstrates a significant relationship between objective measures of teacher performance and subjective evaluations of teacher quality made during a teacher's career (e.g., Murnane 1975; Armor et al. 1976; Harris and Sass 2008; and Jacob and Lefgren 2008).”
Context matters: principals' sensemaking of teacher hiring and on‐the‐job performance (2011, background): “While principals value professional characteristics and demonstrated success as evidence by test scores, they also identify interpersonal skills with colleagues ( Jacob and Lefgren, 2005”
Different Tests, Different Answers (2011, unknown): “…pathway (Boyd, Grossman, Lankford, Loeb, & Wycoff, 2006; Clotfelter, Ladd, & Vigdor, 2007; Gordon, Kane, & Staiger, 2006; Kane, Rockoff, & Staiger, 2008; Murnane, 1984), teacher evaluation (Goldhaber & Anthony, 2007; Jacob & Lefgren, 2005), and the returns to teacher experience (Rockoff, 2004).”
Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. (2008, background): “…studies have examined the accuracy and predictive value of principal evaluations by comparing subjective principal ratings of teachers to value-added scores of student achievement (Harris & Sass, 2007b; Jacob & Lefgren, 2005, 2008; Medley & Coker, 1987; Wilkerson, Manatt, Rogers, & Maughan, 2000).”