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Direct linkRothstein, Jesse – Education Finance and Policy, 2009
Nonrandom assignment of students to teachers can bias value-added estimates of teachers' causal effects. Rothstein (2008, 2010) shows that typical value-added models indicate large counterfactual effects of fifth-grade teachers on students' fourth-grade learning, indicating that classroom assignments are far from random. This article quantifies…
Descriptors: Grade 5, Academic Achievement, Student Placement, Educational Assessment
