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Is it Just a Bad Class? Assessing the Long-term Stability of Estimated Teacher Performance
In this paper we report on work estimating the stability of value-added estimates of teacher effects, an important area of investigation given public interest in workforce policies that implicitly assume effectiveness is a stable attribute within teachers. The results strongly reject the hypothesis that teacher performance is completely stable within teachers over long periods of time, but estimates suggest that a component of performance appears to persist within teachers, even over a ten-year panel. We also find that little of the changes in teacher effectiveness estimates within teachers can be explained by observable characteristics.
Keywords: Value-added, Teacher Effectiveness, Job Performance
Citation: Dan Goldhaber, Michael Hansen (2012). Is it Just a Bad Class? Assessing the Long-term Stability of Estimated Teacher Performance. CALDER Working Paper No. 73
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Research Area: Educator preparation and teacher labor markets