Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique

By C. Koedel, Julia Betts. Education Finance and Policy, 2009

259 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/efe409be881a0c89938876193a5b66bfad508cfc

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Citations in the corpus

Assessing Rothstein's critique of teacher value‐added models (2012, background): “3See, for example, Kane and Staiger (2002), Amrein-Beardsley (2008), Harris and Sass (2011), Martineau (2006), Koedel and Betts (2010b), and Koretz (2002).”
Teacher Effects and Teacher-Related Policies (2014, unknown): “However, several subsequent analyses suggest that Rothstein's test may be driven by correlated measurement error and mean reversion in test scores (Koedel & Betts 2011; Chetty et al. 2013a).”
Access to Effective Teaching for Disadvantaged Students (2013, background): “Studies consistently find considerable variation in teacher effectiveness based on value-added measures (Nye et al. 2004; Rockoff 2004; Rivkin et al. 2005; Kane et al. 2006; Aaronson et al. 2007; Koedel and Betts 2009).”
Value-added modeling: A review (2015, background): “(2) due to concerns about bias from nonrandom student–teacher sorting (e.g., see Aaronson, Barrow, & Sander, 2007; Koedel & Betts, 2011; McCaffrey, Lockwood, Koretz, Louis, & Hamilton, 2004; McCaffrey, Sass, Lockwood, & Mihaly, 2009; Rothstein, 2010; Sass et al., 2012).”
Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains (2010, background): “These features include the extent of estimator bias (Kane and Staiger 2008; Rothstein 2010; Koedel and Betts 2009), the scaling of test scores used in the estimates (Ballou 2009; Briggs and Weeks 2009), the degree to which the estimates reflect students’ future benefits from their current teachers’ ”
Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement (2015, methodology): “I utilize all years of data and all teachers in the sample districts and grades to increase the precision of my estimates (Goldhaber & Hansen, 2012; Koedel & Betts 2011; Schochet & Chiang, 2013).”
Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies (2017, background): “A large body of literature has examined the consequences of different value-added model specifications (Todd and Wolpin 2003; Kane and Staiger 2008; Koedel and Betts 2011; Guarino, Reckase, and Wooldridge 2015; Chetty et al. 2014a).”
Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina (2012, unknown): “While many studies rely on the assumption that teachers are randomly assigned to students conditional on incoming test scores (Koedel & Betts, 2011; Kinsler, 2012; Kane & Staiger, 2008), the key identifying assumption in this paper is that teachers are randomly assigned to students within…”
The Distribution of Teacher Quality and Implications for Policy (2012, background): “Koedel & Betts (2011) replicate Rothstein’s analysis for the San Diego school district and then extend the empirical analysis to investigate the sensitivity of Rothstein’s findings to the particular character of his sample.”