Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/62407 
Erscheinungsjahr: 
2012
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 6602
Verlag: 
Institute for the Study of Labor (IZA), Bonn
Zusammenfassung: 
We investigate whether commonly used value-added estimation strategies can produce accurate estimates of teacher effects. We estimate teacher effects in simulated student achievement data sets that mimic plausible types of student grouping and teacher assignment scenarios. No one method accurately captures true teacher effects in all scenarios, and the potential for misclassifying teachers as high- or low-performing can be substantial. Misspecifying dynamic relationships can exacerbate estimation problems. However, some estimators are more robust across scenarios and better suited to estimating teacher effects than others.
Schlagwörter: 
education
teacher labor markets
value-added
student achievement
JEL: 
I20
J08
J24
J44
Dokumentart: 
Working Paper

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