Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment. Research Paper. MET Project.

By Thomas J. Kane, Daniel F McCaffrey, Trey Miller, Douglas O. Staiger. 2013

433 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/784441167747a43427187490e51bb2cf66603fb4

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Citations in the corpus

Improving Educational Outcomes in Developing Countries: Lessons from Rigorous Evaluations (2014, background): “62 See, for example, Chetty et al. (2011); Kane et al. (2013); Kane and Staiger (2008, 2012); Rivkin et al. (2005); Sanders and Horn (1998).”
The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post-NCLB Era (2016, background): “When used in combination, classroom observation scores, student surveys of teacher practice, and value-added scores based on student achievement data (with VAM scores receiving the greatest weight in the composite measure) have been shown to identify effective teachers (Kane et al. 2013).”
Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies (2017, methodology): “Past MET Project reports have primarily focused on developing a composite measure of teacher effectiveness for forecasting effects on student achievement (Kane and Staiger 2012) and validating this measure using random assignment (Kane et al. 2013).”
What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes (2018, unknown): “24 Kane and Staiger (2008) and Kane et al. (2013) find that inclusion of one year of lagged outcomes is sufficient to eliminate bias due to sorting. Rothstein (2010) advocates using two lags.”
Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates (2014, background): “This paper addresses the first of these two questions.2 Prior work has reached conflicting conclusions about the degree of bias in VA estimates (Kane and Staiger 2008, Rothstein 2010, Kane et al. 2013).”
Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India (2016, unknown): “The close correspondence here between the VA and IV results adds to much recent evidence that VA estimates typically agree closely with experimental and quasi-experimental estimates (see, for example, Andrabi et al. 2011; Angrist et al. 2015; Chetty et al. 2014; Deming 2014; Deming et al. 2014; Kane”
Teacher Effects and Teacher-Related Policies (2014, background): “A series of papers based on the Gates Foundation's Measures of Effective Teaching (MET) Project (Kane and Staiger 2012, Kane et al 2013) explore how various indicators of teacher performance might be combined to build a summative measure which more accurately depicts teachers' impacts on student…”
Correcting for Test Score Measurement Error in ANCOVA Models for Estimating Treatment Effects (2014, background): “Some VA approaches (Chetty, Friedman, & Rockoff, 2013; Kane et al., 2013) control for teacher-level variables including average prior test scores and other characteristics of the linked students.”
Using School Choice Lotteries to Test Measures of School Effectiveness (2014, background): “…called shrinkage) estimators, which attenuate teacher effects toward zero based on the amount of year-to-year variation in the estimate (e.g., McCaffrey et al. 2004; Kane and Staiger 2008; Kane et al. 2013).4 1 Fixed effects models account for correlation between μ j and the covariates in X ijt .”
Do Parents Value School Effectiveness? (2020, background): “The credibility of the selection on observables assumption underlying value-added estimators is a matter of continuing debate (Rothstein, 2010, 2017; Kane et al., 2013; Baicher-Hicks et al., 2014; Chetty et al., 2014a, 2016, 2017a; Guarino et al., 2015).”
Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement (2015, background): “Like others (e.g., Kane et al., 2013; Kane & Staiger, 2012; Kane et al., 2011), I utilize observation instruments that capture instructional quality within teachers’ own classrooms.”
Selecting teachers and prospective teachers: A meta-analysis (2018, background): “Teacher efectiveness—during ITE or during professional practice—is di cult to deine and even more di cult to measure (e.g., Kane et al., 2013).”