Incentives, Selection, and Teacher Performance: Evidence from IMPACT.
By Thomas S. Dee, J. Wyckoff. 2015
376 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/fc9add3da439120c89379006978d884a67d22ffe
Citations in the corpus
- Observational Evaluation of Teachers: Measuring More Than We Bargained for? (2016, unknown): “To the contrary, observation ratings can provide teachers with formative feedback that has been shown to improve instructional quality (Allen, Pianta, Gregory, Mikami, & Lun, 2011; Dee & Wyckoff, 2015; Papay, Taylor, Tyler, & Laski, 2015).”
- Value-added modeling: A review (2015, unknown): “Initial evidence from the most mature high-stakes system that incorporates teacher value-added into personnel decisions – the IMPACT evaluation system in Washington, DC – provides no indication of an adverse labor-supply response of yet (Dee & Wyckoff, 2013).”
- Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies (2017, unknown): “See notes from Table 6 for further model details.”
- The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post-NCLB Era (2016, unknown): “Research on new teacher evaluation systems has tended to focus on a small number of large districts (i.e., Taylor and Tyler 2012; Dee and Wyckoff 2013; Steinberg and Sartain 2015); our research suggests that studies in more typical districts are important.”
- Classroom Composition and Measured Teacher Performance (2016, unknown): “…of teacher evaluation reforms for improving teaching and learning and identifying and removing the lowest performing teachers is promising (Dee & Wyckoff, 2013; Sartain & Steinberg, in press; Steinberg & Sartain, 2015; Taylor & Tyler, 2012), suggesting that more rigorous teacher…”
- Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations (2016, unknown): “Some districts, such as Washington, D.C. (Dee & Wyckoff, 2015) and Chicago (Sartain, Stoelinga, & Krone 2010; Steinberg & Sartain, 2015), have invested heavily in observer quality and developing cadres of “master raters” and supporting multiple observations of a set of a teacher’s lessons.”