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A Three-way Error Components Analysis of Educational Productivity

Author

Listed:
  • Dan Goldhader
  • Dominic Brewer
  • Deborah Anderson

Abstract

Previous research on educational productivity has decomposed the variance in student test scores into school and class effects.In this paper, we extend this work to include differences attributable to teachers as well as to schools and classes. Using data drawn from the National Educational Longitudinal Study of 1988, we find that unobservable School, teacher, classroom characteristics are important factors in explaining 10th-grade mathematics achievement, and account for the majority of the variation that is explained by educational variables.

Suggested Citation

  • Dan Goldhader & Dominic Brewer & Deborah Anderson, 1999. "A Three-way Error Components Analysis of Educational Productivity," Education Economics, Taylor & Francis Journals, vol. 7(3), pages 199-208.
    • Handle: RePEc:taf:edecon:v:7:y:1999:i:3:p:199-208
    DOI: 10.1080/09645299900000018
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    Citations

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    Cited by:

    1. Sean Corcoran & Dan Goldhaber, 2013. "Value Added and Its Uses: Where You Stand Depends on Where You Sit," Education Finance and Policy, MIT Press, vol. 8(3), pages 418-434, July.
    2. Murphy, Richard & Weinhardt, Felix, 2013. "The importance of rank position," LSE Research Online Documents on Economics 121785, London School of Economics and Political Science, LSE Library.
    3. Barón-Rivera, Juan David & Bonilla-Mejía, Leonardo, 2014. "Desempeño relativo de los graduados en el área de educación en el examen de Estado del ICFES," Chapters, in: Sánchez Jabba, Andrés & Otero Cortés, Andrea (ed.), Educación y desarrollo regional en Colombia, chapter 4, pages 131-157, Banco de la Republica de Colombia.
    4. Stuart S. Yeh, 2010. "The Cost-Effectiveness of NBPTS Teacher Certification," Evaluation Review, , vol. 34(3), pages 220-241, June.
    5. Marie Connolly & Catherine Haeck, 2018. "Le lien entre la taille des classes et les compétences cognitives et non cognitives," CIRANO Project Reports 2018rp-18, CIRANO.
    6. Goldhaber, Dan & Choi, Hyung-Jai & Cramer, Lauren, 2007. "A descriptive analysis of the distribution of NBPTS-certified teachers in North Carolina," Economics of Education Review, Elsevier, vol. 26(2), pages 160-172, April.
    7. Umut Özek & Zeyu Xu, 2019. "Misattribution of Teacher Value Added," Education Finance and Policy, MIT Press, vol. 14(1), pages 115-148, Winter.
    8. Goldhaber, Dan & Krieg, John & Theobald, Roddy, 2020. "Effective like me? Does having a more productive mentor improve the productivity of mentees?," Labour Economics, Elsevier, vol. 63(C).
    9. Matthew A. Kraft & Manuel Monti-Nussbaum, 2017. "Can Schools Enable Parents to Prevent Summer Learning Loss? A Text-Messaging Field Experiment to Promote Literacy Skills," The ANNALS of the American Academy of Political and Social Science, , vol. 674(1), pages 85-112, November.
    10. Emiliana Vegas & Ilana Umansky, 2005. "Improving Teaching and Learning through Effective Incentives : What Can We Learn from Education Reforms in Latin America?," World Bank Publications - Reports 8694, The World Bank Group.
    11. Stefan Denzler & Stefan C. Wolter, 2009. "Laufbahnentscheide im Lehrberuf aus bildungsoekonomischer Sicht," Economics of Education Working Paper Series 0041, University of Zurich, Department of Business Administration (IBW).

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