Citations (17)
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Edward J. Kim. (2022) Signal Weighted Teacher Value-Added Models. Statistics and Public Policy 9:1, pages 149-162.
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Marianne Bitler, Sean P. Corcoran, Thurston Domina & Emily K. Penner. (2021) Teacher Effects on Student Achievement and Height: A Cautionary Tale. Journal of Research on Educational Effectiveness 14:4, pages 900-924.
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Michael P. Brady. (2021) An alternative, curriculum-based value-added model for teacher preparation programmes: a research summary. Educational Review 73:5, pages 544-562.
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Alexandra Resch & Eric Isenberg. (2018) How do Test Scores at the Ceiling Affect Value-Added Estimates?. Statistics and Public Policy 5:1, pages 1-6.
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Articles from other publishers (13)
Douglas N. Harris & Matthew F. Larsen. (2023) What Schools Do Families Want (and Why)? Evidence on Revealed Preferences From New Orleans. Educational Evaluation and Policy Analysis 45:3, pages 496-519.
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Whitney Bross, Douglas N. Harris & Lihan Liu. (2023) The effects of performance-based school closure and restart on student performance. Economics of Education Review 94, pages 102368.
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Eleonora Bertoni, Gregory Elacqua, Carolina Mendez & Humberto Santos. (2023) Teacher Selection Instruments and Teacher Value-Added: Evidence From Peru. Educational Evaluation and Policy Analysis, pages 016237372211494.
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Jennifer E. Broatch, Sarah E. Manski & Jennifer L. Green. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Robert Shand, Stephen M. Leach, Fiona M. Hollands, Florence Chang, Yilin Pan, Bo Yan, Dena Dossett, Samreen Nayyer-Qureshi, Yixin Wang & Laura Head. (2022) Program Value-Added: A Feasible Method for Providing Evidence on the Effectiveness of Multiple Programs Implemented Simultaneously in Schools. American Journal of Evaluation 43:4, pages 584-606.
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Brian Gill. (2022) WHAT SHOULD THE FUTURE OF EDUCATIONAL ACCOUNTABILITY LOOK LIKE?. Journal of Policy Analysis and Management 41:4, pages 1232-1239.
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Eric Isenberg, Jeffrey Max, Philip Gleason & Jonah Deutsch. (2021) Do Low-Income Students Have Equal Access to Effective Teachers?. Educational Evaluation and Policy Analysis 44:2, pages 234-256.
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Moses Oketch, Caine Rolleston & Jack Rossiter. (2021) Diagnosing the learning crisis: What can value-added analysis contribute?. International Journal of Educational Development 87, pages 102507.
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Anne Smiley, Yvonne Cao, Wael Moussa, Brian Dooley & Jane Sullivan. (2020) Examining “best practices” for literacy coaching and monitoring: Evidence from Northern Nigeria and Ghana. Social Sciences & Humanities Open 2:1, pages 100014.
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Jessica Levy, Martin Brunner, Ulrich Keller & Antoine Fischbach. (2019) Methodological issues in value-added modeling: an international review from 26 countries. Educational Assessment, Evaluation and Accountability 31:3, pages 257-287.
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Brian Stacy, Cassandra Guarino & Jeffrey Wooldridge. (2018) Does the precision and stability of value-added estimates of teacher performance depend on the types of students they serve?. Economics of Education Review 64, pages 50-74.
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Dan Goldhaber, Vanessa Quince & Roddy Theobald. (2017) Has It Always Been This Way? Tracing the Evolution of Teacher Quality Gaps in U.S. Public Schools. American Educational Research Journal 55:1, pages 171-201.
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Paul T. von Hippel, Cynthia Osborne, Jane Arnold Lincove, Nicholas Mills & Laura Bellows. (2014) Seeking Exceptional Teacher Preparation Programs Among Many Noisy Estimates. SSRN Electronic Journal.
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