Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education

By Brian A. Jacob, Lars Lefgren. Journal of Labor Economics, 2008

593 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/c34e2492a2534956630bbd170d0781fd7e7bffc4

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Citations in the corpus

What Makes Great Teaching? Review of the Underpinning Research. (2014, background): “For example, Jacob and Lefgren (2008) found correlations of around 0.”
The Distribution of Teacher Quality and Implications for Policy (2012, background): “…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?”
Evaluating Students' Evaluations of Professors (2014, unknown): “At Bocconi there was no such distinction, meaning that the same randomly allocated groups were kept for both regular lectures and applied classes.”
Teacher Quality and Learning Outcomes in Kindergarten (2016, unknown): “Therefore, following (among others) Chetty et al. (2011) and Jacob and Lefgren (2008), we redefine each classroom effect relative to the school: 𝛾𝑐𝑠 𝑘 = 𝛿𝑐𝑠 𝑘 − ∑ 𝑁𝑐𝑠𝛿𝑐𝑠 𝑘𝐶𝑠 𝑐=1 ∑ 𝑁𝑐𝑠 𝐶𝑠 𝑐=1 , where 𝛾𝑐𝑠 𝑘 is the demeaned classroom effect, 𝐶𝑠 is the number of…”
Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. (2008, background): “Jacob and Lefgren (2008) also explored some of the speculations behind why the correlation between principal ratings and value-added scores was lower than expected and found that principals may tend to pay more attention to the mean level of achievement in a teacher’s class and not the relative…”
Do We Know a Successful Teacher When We See One? Experiments in the Identification of Effective Teachers (2011, background): “…these and some more recent research studies (e.g., Peterson, 1987, 2000) for being generally based on small, nonrepresentative samples; not accounting adequately for measurement error; and relying on “objective measures of teacher performance that are likely biased” (Jacob & Lefgren, 2008, p. 104).”
Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains (2010, background): “While principals’ assessments of teacher effectiveness are reasonably accurate at identifying the best and worst teachers in a given school (Jacob and Lefgren 2008), their subjective nature leaves them more vulnerable to manipulation in a high-stakes setting than value-added measures.”
Teacher qualifications and student achievement in urban elementary schools (2009, background): “Jacob and Lefgren (2008) examine how differences in teacher quality affected student achievement in a midsized school district.”
Searching for Effective Teachers with Imperfect Information (2010, unknown): “…researchers have consistently found strong correlations between teacher effect estimates and evaluations made by school principals and other professional educators (Murnane, 1975; Jacob and Lefgren, 2008; Harris and Sass, 2009; Rockoff and Speroni, 2010; Tyler, Taylor, Kane, and Wooten, 2010).”
Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement (2015, methodology): “This approach is similar to those taken by Jacob and Lefgren (2008), Rockoff, et al. (2012), and Rockoff and Speroni (2010), who used principal/mentor ratings of teacher effectiveness to predict future student achievement. Finally, as a robustness test, the authors replaced school fixed effects with”