“Teacher Applicant Hiring and Teacher Performance: Evidence from DC Public Schools” a journal article by Ford School Professor Brian Jacob, Jonah E. Rockoff, Eric S. Taylor, Benjamin Lindy, and Rachel Rosen, has been released as an NBER working...
Causal Inference in Education Research Seminar (CIERS)
Gerald R. Ford School of Public Policy
Paul and Nancy O'Neill Classroom
Abstract We examine the theoretical and practical implications of ranking teachers according to a one dimensional value-added metric when teacher effectiveness is multi-dimensional. In particular, we consider the cases in which teachers teach multiple subjects or multiple student types. We outline the assumptions under which a standard value-added estimator correctly ranks teachers according to their social value. We demonstrate that these assumptions fail to hold empirically.
If principals have the authority to dismiss teachers, will they dismiss the less effective ones, or will they instead make perverse decisions by letting the good teachers go? Evidence from low-stakes surveys suggests that principals are able to...
Come learn from four stakeholders renowned for their experience and expertise in improving children's literacy; two professors of education, an education reporter, and the head of one of Michigan's school administrator associations.
Matthew Springer discusses the impact of the POINT intervention on student achievement as well as teacher behavior and organizational dynamics. September, 2010.
Robert Pianta discusses how to improve school and classroom experiences through teachers' professional development in his talk titled "Improving Impacts of Classrooms: Professional Development and Classroom Observation." November, 2008.
