Value-Added Models and the Measurement of Teacher Quality

By Douglas N. Harris, Tim R. Sass. 2006

160 citations recorded by the source corpus.

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Citations in the corpus

Teacher Quality in Educational Production. Tracking, Decay, and Student Achievement. NBER Working Paper No. 14442. (2008, unknown): “…and the associated tests in the context of a relatively general educational production function, modeled on those used by Todd and Wolpin (2003) and Harris and Sass (2006), that allows student achievement to depend on the full history of inputs received to date plus the student's innate ability.”
A Model for Teacher Effects From Longitudinal Data Without Assuming Vertical Scaling (2010, unknown): “Examples include cross-classified model of Raudenbush and Bryk (2002), the ‘‘layered model’’ proposed by Sanders et al. (1997) and described in detail by Ballou et al. (2004), and econometric fixed effects models for gain scores (Harris & Sass, 2006).”
Controlling for Individual Heterogeneity in Longitudinal Models, with Applications to Student Achievement (2007, methodology): “The usual criticism of the random effects or mixed model approach is that when treating individual heterogeneity as part of the model error term, correlation between the unobserved individual effects and other substantive variables in the model can lead to biased and inconsistent estimates of the ef”
Correcting for Test Score Measurement Error in ANCOVA Models for Estimating Treatment Effects (2014, background): “Several strategies for controlling for that heterogeneity, such as gain scores and student fixed effects (Harris & Sass, 2006; Koedel & Betts, 2007) or random growth modeling (Raudenbush & Bryk, 2002), rely on structural modeling assumptions that require a consistently measured scale of achievement…”
Incentives and their dynamics in public sector performance management systems (2010, methodology): “…the random component and to reduce the noise in the measure of current effort, an approach that is currently being used in many school districts to measure the value-added of an additional year of schooling on student achievement (Harris and Sass, 2006; Koedel and Betts, 2008; Rothstein, J., 2008).”
Getting Value Out of Value-Added: Report of a Workshop (2010, background): “html), as well as Graham, Singer, and Willett (in press); Harris and Sass (2005); McCaffrey and Lockwood (2008); McCaffrey et al.”
Different Tests, Different Answers (2011, background): “a result that aligns with Harris and Sass's (2006) earlier analysis and that makes intuitive sense?it is not surprising that comparing teachers within schools pro”
The Effects of NBPTS-Certified Teachers on Student Achievement. Working Paper 4. (2007, methodology): “…on the efficacy of NBPTS certification from models that use only observable characteristics to control for student heterogeneity.4 In other work (Harris and Sass 2006b), we demonstrate that failure to account for unobserved student heterogeneity can significantly bias estimates of teacher…”
Estimating spillovers using panel data, with an application to the classroom (2012, unknown): “13 We begin with this econometric problem since the iterative method we employ solves the issue of multiple fixed effects en route to (13)Harris and Sass (2006) and Harris and Sass (2008) both use our method in estimation of models with multiple classes of high-dimensioned fixed effects.”
Teacher training, teacher quality and student achievement (2011, methodology): “In order to gauge the effects of teacher ability and college preparation on future productivity we follow a two-step estimation procedure first proposed by Dickens and Ross (1984).”