Download or read book Three Essays in Teacher Value Added written by Xiao Peng and published by . This book was released on 2014 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Three Essays on Teacher Quality and Educational Production written by Cory Robert Koedel and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation consists of three essays on teacher quality and educational production. As opposed to the larger body of research on teacher quality, which measures quality primarily by observable qualifications, these essays measure teacher quality in terms of student outcomes. Chapters 1 and 2 of the dissertation measure the effects of teacher quality on test-score outcomes, focusing on teacher value-added, and chapter 3 examines graduation outcomes. The dissertation addresses both elementary- and secondary-school teachers. One theme common to all three papers is that although teacher qualifications are only weakly related to student performance, strong differences in teacher quality emerge when quality is measured in terms of student outputs. That is, student performance can be significantly affected by distributional shifts in teacher quality. In all three chapters, considerable attention is paid to the methodology behind estimating teacher effects based on student outcomes. Finally, this research also considers the practical application of outcome-based measures of teacher quality for teacher evaluation or accountability.
Download or read book Three Essays on Teacher Labor Markets in Thailand written by Pumsaran Tongliemnak and published by Stanford University. This book was released on 2010 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first essay of this dissertation examines the role of teacher characteristics in schools on student outcomes using datasets from TIMSS 1999 and TIMSS 2007 international tests. Taking an advantage that students have to take both mathematics and science subjects from different teachers, I use the method of First Difference (FD) analysis in order to remove the potential biases between teacher attributes and unobserved student characteristics. The findings show some contradictory outcomes between the FD analysis and ordinary least squares (OLS) analysis. The second essay looks into the problem of recruitment of well-qualified high school and college graduates to work as primary and secondary school teachers. I compare teacher salaries and benefits vis-à-vis other mathematics and science-oriented professions namely medical professions, engineers, accountants, scientists and nurses. In addition, I compare incomes between people who graduate from teacher colleges and non-teacher colleges. Using data from Thailand Labor Force Survey from 1985 to 2005, I find that teachers are the most poorly paid of all professions, including nurses. The difference in terms of an opportunity cost between male and female teachers is also striking. Among the graduates from teacher colleges, male graduates earn more than their peers if they chose other occupations whereas female graduates earn less if they make other choices. The third essay looks at the reasons teachers choose part-time jobs, the type of jobs they choose, and the amount of income they receive from these jobs, as well as factors influencing these decisions. I find that approximately 20-25% of Thai teachers participated in moonlighting activities. The majority of them have part-time jobs including tutoring, selling food and other products, and farming. Low salaries and high level of indebtedness are the most important factors associated with the increased likelihood of having a part-time job. However, economic status does not correlate significantly with their decision to tutor as their part-time job.
Download or read book Three Essays in the Economics of Education written by Ben Safety Ost and published by . This book was released on 2011 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation is a compilation of three essays. The first essay uses longitudinal administrative data on teachers to investigate the relative productivity benefits of acquiring general versus task-specific human capital. Within a school, elementary teachers frequently change grade assignments and I exploit the resulting variation in grade-specific tenure to separately identify the effect of general teaching experience and specific experience. Using a value-added model that controls for teacher fixed effects, I find that both general experience and grade-specific experience improve teacher performance. In addition to providing evidence that the productivity returns to human capital can be sensitive to seemingly small changes in task requirements, this study furthers our understanding of how teachers improve with experience. The second essay uses longitudinal administrative data from a large selective research university to analyze the role of peers and grades in determining major persistence in the life and physical sciences. In the physical sciences, analyses using within-course, across-time variation show that ex-ante measures of peer quality in a student's introductory courses has a lasting impact on the probability of persisting in the major. This peer effect exhibits important non-linearities such that weak students benefit from exposure to stronger peers while strong students are not dragged down by weaker peers. In both the physical and life sciences, I find evidence that students are "pulled away" by their high grades in non-science courses and "pushed out" by their low grades in their major field. The final essay examines the effect of undergraduate course letter grades on future course selection and major choice. Using a Regression-Discontinuity design, I exploit the fact that the probability of earning a particular letter grade jumps discontinuously around letter grade cutoffs. This variation in letter grades allows me to isolate the impact of letter grades on major choice and course selection. I collect original numerical scores for 65 introductory courses across 6 fields and merge this with administrative data including student-level characteristics and transcripts. Since grading cutoffs exist throughout the distribution of scores, I am able to estimate local treatment effects at a variety of localities to examine the distribution of treatment effects. Contrary to the findings of the previous literature, I find no evidence that students respond to their letter grades in terms of course or major choices.
Download or read book Three Essays on the Economics of Education written by Jennifer Gnagey and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: I conduct quantitative analyses of several recent national K-12 education initiatives of which Ohio has been an early adopter. In the first chapter, I examine the impact of Ohio's first four inclusive STEM high schools. In the second chapter, I use simulation analysis to evaluate four different methods for incorporating co-teachers into value-added models. In the third chapter, I analyze of the impact of student mobility on value-added teacher effect estimates.
Download or read book Essays on the Economics of Quality Teaching written by Joshua Hollinger and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This thesis consists of three essays on the economics of education. These essays focus on how educators affect student outcomes in the short run and long run, and they assess the effects of policies aimed at educators' incentives. Chapter 1 considers the effects of test-score-based school accountability on students' test scores and long-run outcomes, as well as the relationship between these two different types of effects. While many education policies target test scores as a contemporaneous measure of student learning, a common concern is that these policies may generate higher test scores in a way that fails to translate to more important student outcomes in the long run. I use administrative data from North Carolina and two regression discontinuity designs to estimate the impact of school accountability pressure under No Child Left Behind on elementary students' test scores and their long-run outcomes at the end of high school. I find modest positive effects on elementary test scores and a significant increase in SAT scores years later. There is some evidence for a small increase in high school GPA, mixed evidence for an increase in students intending to attend a 4-year instead of a 2-year college, and no effect on high school graduation or intention to attend any college. Further evidence suggests the effect on SAT scores may be explained by persistent test-score effects in years after accountability exposure. Altogether, these results lend support to a mixed story for No Child Left Behind: while accountability pressure led to a long-run increase in skill captured by tests, these learning gains were not strong or broad enough to yield meaningful improvements in other long-run outcomes like educational attainment. Chapter 2 evaluates the test score effects of individual teacher performance pay schemes implemented in a number of high-need schools in North Carolina. Since performance bonuses were paid to teachers with value-added above a threshold toward the top of the district-wide distribution, I evaluate whether this policy generates larger incentives for teachers with higher probability of attaining the bonus. I find evidence for the opposite: those expected to be further away from the threshold increased their value-added, though the performance incentives did not have a significant overall effect. I show that the single-year value-added estimates are quite noisy, which likely was a reason for this. I also find that almost all of the teachers in these high-need schools were predicted to have value-added below the performance threshold. Both of these factors could explain the lack of overall incentive effectiveness. One possibility is that lower value-added teachers have more scope to improve effort. Chapter 3 addresses the questions of whether the assignment of less effective teachers contributes to worse short-term and longer-term outcomes for disadvantaged students. We leverage transfers of elementary teachers across schools in North Carolina to measure differences in teachers' effects on contemporaneous and future test scores according to students' socio-economic characteristics. We quantify the importance of these differences to account for the observed test score gaps between disadvantaged and advantaged students. Variation in teacher quality accounts for 3% of the total variation in contemporaneous test scores. We also find that teacher quality accounts for similar proportions when we consider variability in test scores taken two and three years after. Our estimates are robust to bias-correction methods that account for limited mobility bias."--Pages viii-ix.
Download or read book Three Essays on the Economics of Education written by Mariesa Ann Herrmann and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Our estimates suggest that the daily loss associated with one absence is 0.001 standard deviations in math and 0.0006 standard deviations in reading, the same as replacing an average teacher with one at the 10-20th percentile of teacher value-added. We also find evidence that the daily losses associated with an absence decline with the length of the absence spell, consistent with long-term substitutes being of higher quality or learning on the job.
Download or read book Essays in the Economics of Education written by Hwanoong Lee and published by . This book was released on 2019 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation comprises three essays on the Economics of Education. Its ultimate focus is to understand how different agents in the education market respond to releasing information about teacher and school performance and how public interventions influence human capital accumulation. The first essay "The Effect of Releasing Teacher Performance Information to Schools: Teachers' Response and Student Achievement" examines the effects of releasing teacher value-added (VA) information on student performance in two settings; in the first, VA data was released to all potential employers within the district, while in the second, only the current employer received the data. I find that student achievement increased only in the district where the VA scores were provided to all potential employers. These effects were driven solely by improved performance among ex-ante less-effective teachers; the null effects in the other setting, however, were driven by moderate declines in performance among ex-ante highly-effective teachers and small improvements among less-effective teachers. These results highlight the importance of understanding how the design features of VA disclosure translate into the productivity of teachers. The second essay "The Role of Credible Threats and School Competition within School Accountability Systems: Evidence from Focus Schools in Michigan" studies the impact of receiving accountability labels on the student achievement distribution under No Child Left Behind (NCLB) waivers. Using a sharp regression discontinuity (RD) design, I examine the achievement effects of Focus (schools with the largest achievement gaps) labels and find that schools receiving the Focus label improved the performance of low-achieving students relative to their barely non-Focus counterparts, and they did so without hurting high-achieving students. The positive achievement effects for Focus schools were entirely driven by Title 1 Focus schools that faced financial sanctions associated with being labeled the following year. There is no evidence of an achievement effect associated with the Priority label. Next, I examine heterogeneous effects by looking at the number of alternative nearby schooling options. I find that when schools are exposed to a competitive choice environment, receiving the Focus label increased math test scores across the scoring distribution, while schools located in an uncompetitive choice environment improved the test scores of low achievers only. This evidence may suggest the importance of incorporating credible sanctions and school choice options into the school accountability system to maximize the effectiveness of the system on student achievement. Finally, the third essay "The Effects of School Accountability Systems Under NCLB Waiver: Evidence from Priority Schools in Michigan" investigates the impact of receiving Priority labels on the student achievement distribution under No Child Left Behind (NCLB) waivers. Using a sharp regression discontinuity (RD) design, I examine the achievement effects of the Priority (schools with the lowest performance) label and find no evidence of an achievement effect associated with the Priority label. Next, I examine whether assigning the Priority label induced the changes in the composition of students. I define several key measures of student composition and find no evidence that the Priority designation influenced the student composition of schools.
Download or read book Three Essays on School Choice and Accountability Policy written by Kwanghyun Lee and published by . This book was released on 2004 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Three Essays on Educator Labor Markets written by Shishan Shi and published by . This book was released on 2013 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation consists of three essays. The first essay investigates the feasibility of moving high-performing teachers to low-performing schools using administrative micro data from Missouri. I find when a teacher changes schools, other things being equal, this teacher is more likely to go to a socioeconomically similar school in close proximity. The second essay studies the differences in the mobility pattern between intradistrict transfers and inter-district transfers. The main difference is, other things being equal; intra-district transfers are more likely to move to socioeconomically similar schools. This pattern is not evident for inter-district transfers. The third essay utilizes IV strategy and value-added modeling to estimate the impact of principal turnover on student academic achievement. We use the distance from peak-value pension wealth as an IV for the endogenous principal turnover variable. We find that, principal turnover has no significant impact on student academic achievement if a principal turns over at the end of previous school year. We find weak evidence from IV regression that principal turnover has a negative impact on student academic achievement if a principal left two years ago.
Download or read book Respect for Teachers written by Brian Ford and published by R&L Education. This book was released on 2012-12-27 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: For over 30 years we have been in the midst of a paradox. Following a questionable logic that sees education as a means to economic ends, efforts to reform education have focused on keeping the US from slipping in international economic competition. Relying on testing as a standard, in the end we may have decreased our human potential and become less competitive. Our system has gotten worse at its core, in its philosophical tenets and in its ultimate effects, by placing unwonted pressure on our youth and in stifling their creativity. While this goes back decades, Respect for Teachers takes its title from a phrase --perhaps a codeword-- in President's 2011 State of the Union address and sits down to consider its implications. Connecting attacks on teachers, unions and schools and the misrepresentation of research to the promotion of new economic models in education, it suggests that the Obama administration may be, without quite realizing it, setting the stage for rapid privatization of the public system. As this endangers the egalitarian basis of democracy, it also reminds us that schooling is big business – many trillions of dollars world-wide. Joseph Schumpeter once said, “No bourgeoisie ever disliked war profits.” Respect operates under the premise that no bourgeoisie ever disliked the spoils of school reform, either.
Download or read book History Education 101 written by Wilson J. Warren and published by IAP. This book was released on 2008-01-01 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Historians and teacher educators nationwide are now engaged in discussions about the importance of history teacher preparation. Interest within the history profession about the teaching of K-12 history has increased significantly during the past two decades, particularly since the controversy over the National Standards for History’s publication. This attention is evident not only in the historical professions’ various publications, but also in the federal government’s multi-million dollar Teaching American History Program and the No Child Left Behind Act. Professional historians are increasingly committed to improving the teaching of history at the K-12 level through many forms of collaboration. History Education 101’s thirteen essays are organized into three sections: context, practice, and new directions. The essays’ contributors, tenured faculty who teach history teaching methods courses in colleges and universities throughout the United States, focus on how history education has, is, and will be taught to new K-12 teachers throughout the United States. Perhaps more than ever, it is critical for Americans to understand the role of higher education in the preparation of future middle and high school history teachers. This book provides important insights for academics in history and education departments as well as other individuals who are concerned with the status and improvement of history teaching in the schools, particularly current and future elementary and secondary teachers and administrators.
Download or read book Getting Value Out of Value Added written by National Academy of Education and published by National Academies Press. This book was released on 2010-01-25 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality. Accordingly, there are many technical challenges to ascertaining the degree to which the output of these models provides the desired estimates. Despite a substantial amount of research over the last decade and a half, overcoming these challenges has proven to be very difficult, and many questions remain unanswered-at a time when there is strong interest in implementing value-added models in a variety of settings. The National Research Council and the National Academy of Education held a workshop, summarized in this volume, to help identify areas of emerging consensus and areas of disagreement regarding appropriate uses of value-added methods, in an effort to provide research-based guidance to policy makers who are facing decisions about whether to proceed in this direction.
Download or read book Three Essays on the Economics of Education written by Douglas N. Harris and published by . This book was released on 2000 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessment and Learning in Content and Language Integrated Learning CLIL Classrooms written by Mark deBoer and published by Springer Nature. This book was released on 2020-11-17 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. CLIL as an educational context is unique, as language and content learning happen simultaneously. The efficacy of such instruction has been studied extensively, but assessment in CLIL classrooms has drawn much less attention. The present volume aims to fill this gap. Arranged based on different ways that content and language are integrated in CLIL, the chapters in this book together build a solid theoretical basis for assessment promoting learning in CLIL classrooms. The authors discuss how assessment eliciting this integration yields insights into learners' abilities, but more importantly, how these insights are used to promote learning. The contributors to the volume together build the understanding of classroom-based assessment as cyclic, of teaching, learning, and assessment as inter-related, and of content and language in CLIL classrooms as a dialectical unity. This volume will spark interest in and discussion of classroom-based assessment in CLIL among CLIL educators and researchers, enable reflection of classroom assessment practices, and foster collaboration between CLIL teachers and researchers. The assessment approaches and activities discussed in the volume, in turn, will help educators understand the scope of applications of assessment and inspire them to adapt these to their own classrooms.
Download or read book Value added Measures in Education written by Douglas N. Harris and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Strategic Management of Charter Schools addresses the challenges facing such schools by mapping out, in straightforward and highly pragmatic terms, a management framework for them. The first charter school law in the United States was enacted in Minnesota in 1991. In the twenty years since that modest beginning, the movement has burgeoned and spread across the country: there are now more than five thousand charter schools attended by nearly two million students. Yet due to this rapid growth in the number of charter schools and to their generally independent character, the nature and quality of these institutions vary greatly. The promise of charter schools is great, but so are the organizational and educational challenges they face. Organized around three crucial challenges to charter school leaders--managing mission, managing internal operations, and managing the larger stakeholder environment--the book provides charter school leaders with indispensable tools and insights for achieving educational and organizational success. In its elucidation of these managerial challenges, and in its equally helpful and detailed examinations of particular schools, the book offers a clear, credible approach to the efficient and sustainable management of what are still young and experimental educational institutions.--Publisher description.
Download or read book Teacher Education Policy in the United States written by Penelope M. Earley and published by Taylor & Francis. This book was released on 2011-05-23 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book advances deep understanding of the nature and sources of policy affecting the preparation of teachers in the U.S. and the conflicts or interconnections of these policies with the broader field of education policy.
