Identifying Effective Teachers Using Performance on the Job. The Hamilton Project Policy Brief No. 2006-01.

By R. Gordon, Thomas J. Kane, Douglas O. Staiger. 2006

321 citations recorded by the source corpus.

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Citations in the corpus

Using Performance on the Job to Inform Teacher Tenure Decisions. Brief 10. (2010, background): “What would it mean to use VAM estimates to selectively “deselect” teachers before granting tenure (Gordon, Kane, and Staiger 2006; Hanushek 2009)?”
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009, background): “Reauthorization of No Child Left Behind (NCLB) is launching a range of discussions that shift the dynamic of accountability to focus on how inputs produce achievement through debate about effective or qualified teachers (e.g., Appalachian Regional Advisory Committee, 2005; Foundation for Child Devel”
Teacher Effects and Teacher-Related Policies (2014, background): “4 Most researchers (but few states or districts) control for peer variables such as percent free lunch or average baseline test score in the classroom or school. Kane et al. (2013) found that the component of the teacher effect that was correlated with peer variables predicted differences in student”
School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools (2012, unknown): “We follow an approach similar to that of Gordon et al. (2006), who estimate that in Los Angeles, dropping the bottom quartile of teachers after their first year of teaching would increase the average value added of retained teachers by 1.”
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): “…they might devote efforts to incorporate measures of teacher’s effectiveness as part of the portfolio of information when making tenure decisions (Gordon et al. 2006; Hanushek forthcoming) and/or consider ways to provide more thorough information on teacher effectiveness to hiring…”
Different Tests, Different Answers (2011, background): “21, both of which are quite similar to the results from prior studies (e.g., Boyd et al., 2007; Gordon et al., 2006; Rivkin et al., 2005; Rockoff, 2004).”
What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes (2018, unknown): “28 Following Gordon et al. (2006), Kane and Staiger (2008), Jackson and Bruegmann (2009), and Jackson (2013),”