Teachers and Student Achievement in the Chicago Public High Schools

By Daniel Aaronson, Lisa Barrow, W. Sander. Journal of Labor Economics, 2007

1,530 citations recorded by the source corpus.

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Citations in the corpus

Assessing Rothstein's critique of teacher value‐added models (2012, background): “2Prominent examples in the literature include Rivkin, Hanushek, and Kain (2005), Aaronson, Barrow, and Sander (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): “A teacher’s marketability may depend on some traditional teacher quality indicators such as certification, graduate degrees, and teaching experience (Ballou and Podgursky 1997), even though valueadded models of student achievement suggest that some of these indicators poorly predict a teachers’ effe”
Value-Added Models and the Measurement of Teacher Quality (2006, background): “Similarly, Aaronson, Barrow, and Sander (2003) easily reject student covariates as a substitute for individual (fixed) student effects.”
The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation (2010, background): “D I S C U S S I O N P A P E R S E R I E S Forschungsinstitut zur Zukunft der Arbeit Institute for the Study of Labor The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation IZA DP No. 4999 June 2010”
Value-added modeling: A review (2015, background): “The “gain-score” terminology comes from the fact that the lagged-score term with the restricted coefficient can be moved to the left-hand side of the equation and the model becomes a model of test score gains.4 Following Aaronson, Barrow, and Sander (2007), the error term in Eq.”
Re-Examining the Role of Teacher Quality in the Educational Production Function. Working Paper 2007-03. (2007, background): “See, for example, Aaronson et al. (2007), Angrist and Guryan (2003), Betts (1995), Betts, Zau and Rice (2003), Hanushek (1986, 1996), Kane, Rockoff and Staiger (2006).”
The value added by teacher education (2008, background): “…alma maters appear to be less able to foster learning in their fifth grade students.5 Figure 61.6 summarizes findings from the second study (Aaronson et al., 2003), which focuses on ninth grade mathematics teachers and defines institutional status with a scale based on US News and World…”
Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina (2012, neutral): “1 2 ,1 , ,2 , ,1 ,2 , , cov( , ) cov( , ) cov( , ) 0 c c j n n j c n c j n j              [1]”
The Distribution of Teacher Quality and Implications for Policy (2012, neutral): “…achievement) Study Location Teacher effectiveness (st) Reading Math Rockoff (2004) New Jersey 0.10 0.11 Nye et al. (2004) Tennessee 0.07 0.13 Rivkin et al. (2005) Texas 0.15 0.11 Aaronson et al. (2007) Chicago 0.13 Kane et al. (2008) New York City 0.08 0.11 Jacob & Lefgren (2008) Midwest city?”
Investigating the Relationship between STEM Learning Principles and Student Achievement in Math and Science (2014, background): “See also Aaronson et al. (2007), Hill et al. (2004), National Research Council (2010), Rivkin et al. (2005), Shechtman et al. (2010), and Wenglinsky (2002).”
The Role of School Improvement in Economic Development (2007, neutral): “72 See, for example, Hanushek (1971, 1992), Murnane (1975), Aaronson, Barrow, and Sander (2003), Rockoff (2004), Rivkin, Hanushek, and Kain (2005), Hanushek, Kain, O'Brien, and Rivkin (2005), Boyd et al. (2005), and Kane, Rockoff, and Staiger (2006).”
The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, neutral): “[2] Aaronson, Daniel, Lisa Barrow, and William Sander.”