Teacher-Student Matching and the Assessment of Teacher Effectiveness

By C. Clotfelter, Helen F. Ladd, Jacob L. Vigdor. The Journal of human resources, 2006

944 citations recorded by the source corpus.

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Citations in the corpus

Classroom Composition and Measured Teacher Performance (2016, background): “…randomly assigned to classes of students.1 In principle, the random assignment of teachers to classes disrupts the assortative matching process that can confound measures of teacher effectiveness (Clotfelter et al., 2006; Garrett & Steinberg, 2015; Rothstein, 2009, 2010; Whitehurst et al., 2014).”
The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. CEDR Working Paper No. 2011-2.0. (2013, background): “However, it is well known that teachers and students are not randomly matched together, holding constant observable characteristics (Boyd et al, 2002; Clotfelter et al., 2006; Rothstein, 2010).”
The Effect of Teacher Gender on Student Achievement in Primary School: Evidence from a Randomized Experiment (2012, neutral): “, Clotfelter et al. [2006], Kane et al.”
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes (2017, background): “For instance, Clotfelter, Ladd, and Vigdor (2006) and Goldhaber and Hansen (2010) use longitudinal data from North Carolina to document student achievement effects from racially congruent teachers of 0.02 to 0.03 SD.”
Teacher Effects on Social and Behavioral Skills in Early Elementary School (2010, background): “In a particularly comprehensive treatment of teacher experience, Clotfelter et al. (2006) found that having a highly experienced teacher in the fifth grade—that is, a teacher with more than 27 as compared to zero years of experience—is associated with an increase of .13 standard deviations for math…”
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.”
Understanding Trends in the Black-White Achievement Gaps during the First Years of School (2006, background): “See, for example, Clotfelter, Ladd, and Vigdor (2006); Rivkin, Hanushek, and Kain (2005); Kane and Staiger (2005); Murnane and Phillips (1981); Rockoff (2004).”
Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, background): “In addition, organizational and institutional structures may contribute to academic success, such as the school leadership structure (eg, site-based decision making), teacher assignment patterns and policies (eg, ensuring that the least experienced teachers are not assigned to the “worst” classes or”
How and Why Do Teacher Credentials Matter for Student Achievement? Working Paper 2. Revised. (2007, neutral): “to students in North Carolina. ( Clotfelter, Ladd and Vigdor, 2006 ).”
Do teachers’ years of experience make a difference in the quality of teaching? (2020, background): “…between teaching quality and years of experience has also questioned whether a previously detected post-ﬁ ve-year improvement is associated with early career teacher attrition and the departure of less effective early career teachers (Chingos & Peterson, 2011; Clotfelter, Ladd, & Vigdor, 2006).”