238
Views
4
CrossRef citations to date
0
Altmetric
INTERVENTION, EVALUATION, AND POLICY STUDIES

Incorporating End-of-Course Exam Timing Into Educational Performance Evaluations

, , , &

REFERENCES

  • Altonji, J.G., Elder, T.E., & Taber, C.R. (2005). Selection on observed and unobserved variables: Assessing the effectiveness of Catholic schools. Journal of Political Economy, 113(1), 151–184.
  • Anderson, A., & Harris, D. (2013). Bias of public sector worker performance monitoring: A structural model and empirical evidence from secondary school teachers. Unpublished manuscript, Tulane University, New Orleans, LA.
  • Betts, J. (1995). Does school quality matter? Evidence from the National Longitudinal Survey of Youth. Review of Economics and Statistics, 77(2), 231–250.
  • Chetty, R., Friedman, J.N., & Rockoff, J.E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104, 2633–2679.
  • Clotfelter, C.T., Ladd, H.F., & Vigdor, J.L. (2012a). Algebra for 8th graders: Evidence on its effects from 10 North Carolina districts (NBER Working Paper No. 18649). Cambridge, MA: The National Bureau of Economic Research.
  • Clotfelter, C.T., Ladd, H.F., & Vigdor, J.L. (2012b). The aftermath of accelerating algebra: Evidence from a district policy initiative. (NBER Working Paper No. 18161). Cambridge, MA: The National Bureau of Economic Research.
  • Conley, T.G., Hansen, C.B., & Rossi, P.E. (2012). Plausibly exogenous. Review of Economics and Statistics, 94(1), 260–272.
  • Ehlert, M., Koedel, C., Parsons, E., & Podgursky, M. (in press). Selecting growth measures for use in school evaluation systems: Should proportionality matter? Educational Policy.
  • Hanushek, E.A., & Rivkin, S.G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267–271.
  • Hanushek, E.A., & Rivkin, S.G. (2012). The distribution of teacher quality and implications for policy. Annual Review of Economics, 4, 131–157.
  • Jackson, C.K. (2014). Teacher quality at the high-school level: The importance of accounting for tracks. The Journal of Labor Economics, 32(4), 645–684.
  • Kane, T. (2013). Presumed averageness: The mis-application of classical hypothesis testing in education. Washington, DC: The Brown Center Chalkboard at Brookings.
  • Kane, T.J., Rockoff, J.E., & Staiger, D.O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615–631.
  • Koedel, C., Leatherman, R., & Parsons, E. (2012). Test measurement error and inference from value-added models. The B. E. Journal of Economic Analysis & Policy, 12(1). doi:10.1515/1935-1682.3314
  • Konstantopoulos, S. (2006). Trends of school effects on student achievement: Evidence from NLS: 72, HSB: 82, NELS: 92. Teachers College Record, 108(12), 2550–2581.
  • Nye, B., Konstantopoulos, S., & Hedges, L.V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257.
  • Rivkin, S.G., Hanushek, E.A., & Kain, J.F. (2005). Teachers, schools and academic achievement. Econometrica, 73(2), 417–458.
  • Rockoff, J. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review (P&P), 94(2), 247–252.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.