The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data
By Jonah E. Rockoff. 2004
2,773 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/982ce48c7757c8f4e38874573edccffb2e8d1c61
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Eric A. Hanushek
- Dan Goldhaber
- Matthew Ronfeldt
- Ludger Wößmann
- Ludger Woessmann
- M. Kraft
- Jonah E. Rockoff
- J. Papay
Citations in the corpus
- Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English. (2009, background): “Teachers also have a fundamental role in their learners’ academic achievement and their quality can highly influence student outcomes (Campbell, Kyriakides, Muijsc & Robinsona, 2004; Lasley II, Siedentop & Yinger, 2006; Rockoff, 2004).”
- What Makes Great Teaching? Review of the Underpinning Research. (2014, background): “Interestingly, a number of teacher characteristics (such as teachers’ self-reported self-efficacy, extraversion and conscientiousness) were found by Rockoff et al (2011) to be related to supervisor ratings of effectiveness but not to actual student achievement gains.”
- Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects (2007, neutral): “In light of the availability over time of administrative test data in some states or districts for students in grades 3-8, it is not surprising that much of the recent research on the achievement effects of teacher credentials is based on students in those grades (Clotfelter, Ladd & Vigdor, 2006a, 2”
- Why We (Usually) Don't Have to Worry About Multiple Comparisons (2009, background): “3 Teacher and school effects in NYC schools Rockoff (2004) and Kane, Rockoff, and Staiger (2007) analyzed a huge panel dataset of teachers and children from the New York City school system to assess the importance of factors such as educational background, training, and experience in determining the”
- Does the Match Matter? Exploring Whether Student Teaching Experiences Affect Teacher Effectiveness (2017, background): “Moreover, it is well established that the returns to teacher experience tend to be greatest early in a teacher’s career (e.g., Rice, 2013; Rivkin et al., 2005; Rockoff, 2004), and student teaching is, by design, the first time that teacher candidates have significant classroom responsibilities.”
- Overcoming the Obstacles to Leadership (2007, background): “On average, students of fourth-year teachers learn more than students of first-year teachers (Rockoff, 2004).”
- Effects of High School Course-Taking on Secondary and Postsecondary Success (2012, background): “…grade on 10th-grade math scores (.25 standard deviation effect) is equivalent to a sizable improvement in teacher Long et al. quality; for example, Rockoff (2004) finds that a one standard deviation improvement in elementary school teacher quality raises students’ reading and math scores by…”
- Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009, background): “…neither (a) the proxies of degrees or experience that bear only indirectly (Gordon, Kane, & Staiger, 2008) or not at all (Pianta & Allen, 2008) on student outcomes, nor (b) the tautology that effective teachers are those who produce achievement gains (Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004).”
- Charter School Quality and Parental Decision Making With School Choice (2005, neutral): “Relying on a frequently observed aspect of state charter laws — that they must choose students by random when there is excess demand, Hoxby and Rockoff (2004) estimate charter school impact by mean differences in performance of those accepted and those denied admission to three schools operated in…”
- The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, neutral): “[210] Rockoff, Jonah.”
- 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): “1 Introduction The evidence that teacher quality is the key schooling factor influencing student outcomes (Aaronson, Barrow, & Sander, 2007; Goldhaber, Brewer, & Anderson, 1999; Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004) raises significant concerns over teacher attrition and sorting in public sc”