The Market for Teacher Quality

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

648 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/67e033bf2e7d7608c743f372785aaa5e240e7873

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In Education

Citations in the corpus

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.”
The Economics of School Quality (2005, positive): “280 r Verein für Socialpolitik and Blackwell Publishing Ltd. 2005 In another attempt to estimate the variation in teacher quality, we analyze variations across classrooms within a large school district in Texas (Hanushek et al., 2005).”
Value Added to What? How a Ceiling in the Testing Instrument Influences Value-Added Estimation (2009, methodology): “See, for example, Aaronson, Barrow, and Sander (2007), Hanushek et al. (2005), Koedel and Betts (2007), and Rockoff (2004).”
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).”
Gender, ethnicity and teaching evaluations: Evidence from mixed teaching teams (2016, background): “3 Brief Literature Review The existing literature on teaching, teaching quality and assessment tends to focus on teacher quality such as experience and ability, and mainly considers teacher quality at school and not university level (Darling-Hammond, 2000; Rivers and Sanders, 2002; Hanushek et al., ”
Teacher training, teacher quality and student achievement (2011, background): “7 specific effect, only two of the student-fixed-effects studies, Hanushek et al. (2005) and Rockoff (2004), employ teacher fixed effects in addition to student fixed effects.”
How and Why Do Teacher Credentials Matter for Student Achievement? Working Paper 2. Revised. (2007, neutral): “meta analyses of such studies by Hanushek (1997) and Hedges, Laine, and Greenwald,”
Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique (2009, background): “For recent examples see Aaronson, Barrow, and Sander 2007, Hanushek et al. 2005, Harris and Sass 2006, Koedel and Betts 2007, Nye, Konstantopoulos, and Hedges 2004, and Rockoff 2004. the value-added fire.2 However, despite the popularity of the value-added approach among both researchers and policy…”