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Elementary School Data Issues: Implications for Research Using Value-Added Models

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Listed:
  • Eric Isenberg
  • Bing-ru Teh
  • Elias Walsh

Abstract

This working paper compares teacher/student links that have undergone a roster confirmation process—whereby teachers verify the subjects and students they taught—to teacher/student links from unconfirmed administrative data.

Suggested Citation

  • Eric Isenberg & Bing-ru Teh & Elias Walsh, "undated". "Elementary School Data Issues: Implications for Research Using Value-Added Models," Mathematica Policy Research Reports 7f1382d01d9a40d9b2aad7d09, Mathematica Policy Research.
    • Handle: RePEc:mpr:mprres:7f1382d01d9a40d9b2aad7d09faa8213
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    File URL: https://www.mathematica.org/-/media/publications/pdfs/education/elementary_school_data_issues.pdf
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    References listed on IDEAS

    as
    1. Jesse Rothstein, 2010. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 125(1), pages 175-214.
    2. Daniel F. McCaffrey & Tim R. Sass & J. R. Lockwood & Kata Mihaly, 2009. "The Intertemporal Variability of Teacher Effect Estimates," Education Finance and Policy, MIT Press, vol. 4(4), pages 572-606, October.
    3. Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, vol. 25(1), pages 95-135.
    4. Heinrich Hock & Eric Isenberg, "undated". "Methods for Accounting for Co-Teaching in Value-Added Models," Mathematica Policy Research Reports e53ebf9f792e48dca345a4bba, Mathematica Policy Research.
    5. Sass, Tim R. & Hannaway, Jane & Xu, Zeyu & Figlio, David N. & Feng, Li, 2012. "Value added of teachers in high-poverty schools and lower poverty schools," Journal of Urban Economics, Elsevier, vol. 72(2), pages 104-122.
    6. Susanna Loeb & Demetra Kalogrides & Tara Béteille, 2012. "Effective Schools: Teacher Hiring, Assignment, Development, and Retention," Education Finance and Policy, MIT Press, vol. 7(3), pages 269-304, July.
    7. Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2004. "How Much Should We Trust Differences-In-Differences Estimates?," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 119(1), pages 249-275.
    8. C. Kirabo Jackson & Elias Bruegmann, 2009. "Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers," American Economic Journal: Applied Economics, American Economic Association, vol. 1(4), pages 85-108, October.
    9. Arellano, M, 1987. "Computing Robust Standard Errors for Within-Groups Estimators," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 49(4), pages 431-434, November.
    10. repec:mpr:mprres:7727 is not listed on IDEAS
    11. Cory Koedel & Julian Betts, 2007. "Re-Examining the Role of Teacher Quality In the Educational Production Function," Working Papers 0708, Department of Economics, University of Missouri.
    12. Eric Isenberg & Heinrich Hock, 2011. "Design of Value-Added Models for IMPACT and TEAM in DC Public Schools, 2010-2011 School Year," Mathematica Policy Research Reports 885c9869ad064392aaa24d9e4, Mathematica Policy Research.
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    Cited by:

    1. Eric Isenberg & Elias Walsh, "undated". "Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models," Mathematica Policy Research Reports 5ffcec12789c45669e27d8cf2, Mathematica Policy Research.

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    Keywords

    Elementary; School Data Issues; Implications for Research; Education ; Working Paper 23;
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