The Impact of Teacher Training on Student Achievement

By Brian A. Jacob, Lars Lefgren. The Journal of human resources, 2004

223 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6e95bbe7894a8b045b0d1cf50aa5ab406401a2b8

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Citations in the corpus

"Waiting for Life to Arrive": A history of the regression-discontinuity design in Psychology, Statistics and Economics (2008, background): “…(e.g., Angrist & Krueger, 1991; Imbens & VanderKlaauw, 1995; Angrist & Lavy, 1999; VanderKlaauw., 1999; Lee, 2001; Buddelmeyer & Skoufias, 2003; Jacob & Lefgren, 2004a, b; Gormley & Phillips, 2005; Black, Galdo & Smith, 2005; Ludwig & Miller, in press; Bloom, Kemple & Gamse, in preparation;…”
Teacher training, teacher quality and student achievement (2011, background): “The second meaning, which we use here, is simply the teacher’s marginal product with respect to student achievement. estimating achievement gain models with student-level panel data that use student fixed effects or take advantage of random assignment to control for unobserved student heterogeneity.”
How Teacher Evaluation Methods Matter for Accountability (2014, background): “However, consistent with Jacob and Lefgren (2008), the two measures actually line up better at the high end of the effectiveness distribution.”
Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors (2010, unknown): “…that these contemporaneous teacher effects may decay relatively quickly over time,2 and Rothstein (2010) finds evidence that the nonrandom place- 1 Jacob and Lefgren (2004) find that principal evaluations of teachers were the best predictor of student achievement; Clotfelter, Ladd, and Vigdor…”
Regression Discontinuity Designs in Economics (2010, unknown): “…on test scores TABLE 5 (continued) Regression Discontinuity Applications in Economics Study Context Outcome(s) Treatment(s) Assignment variable(s) Jacob and Lefgren (2004b) Elementary schools, Chicago Test scores Summer school attendance, grade retention Standardized test scores Leuven,…”
Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009, unknown): “…Heck, Banilower, Weiss, & Rosenberg, 2008; Jeanpierre et al., 2005; Supovitz & Turner, 2000); and professional development and student achievement (Angrist & Lavy, 2001; Bressoux, 1996; Cohen & Hill, 2000, 2001; Jacob & Lefgren, 2004; O. Lee, Deaktor, Enders, & Lambert, 2008; Wiley & Yoon, 1995).”
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, background): “…more often than not fail to produce systematic improvements in instructional practice or student achievement, especially when implemented at scale (Garet et al., 2008; Garet et al., 2011; Garet et al., 2016; Glazerman et al., 2010; Harris & Sass, 2011; Jacob & Lefgren, 2004; Randel et al., 2011).”
Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools (2005, methodology): “…on the effect of the incentives, both because prior research suggests that the sanctions themselves had little impact on student performance (Jacob and Lefgren, 2004a,b) and because this allows the cleanest analysis.6 Still, there are several challenges to identifying the causal impact of…”
Does the Match Matter? Exploring Whether Student Teaching Experiences Affect Teacher Effectiveness (2017, background): “(e.g., Hill and Ball, 2004; Jacob and Lefgren, 2004)—focuses almost exclusively on in-service teachers”
Regression-Discontinuity Analysis: A Survey of Recent Developments in Economics (2008, unknown): “This is due to the collinearity between the terms in m(x) and t in the regression equation, which reduces the independent variation in treatment status across observations, and thus the precision of program impact estimates. Goldberger (1972) and Bloom et al. (2005) consider two different versions o”
E. Regression Discontinuity Design: An Effectiveness-Based Evaluation of Five State Pre-Kindergarten Programs (2008, background): “…holds except when the IV is either random assignment (Angrist, Imbens & Rubin, 1996) or one side of the cutoff versus the other in RDD (see Hahn et al., 2001 for the theoretical justification and van der Klaauw,2002; Angrist and Lavy,1999; and Jacob and Lefgren, 2004a, 2004b for applications).”