Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 4 |
Descriptor
Racial Differences | 4 |
Standardized Tests | 4 |
Value Added Models | 4 |
School Districts | 3 |
Scores | 3 |
Teacher Effectiveness | 3 |
Ethnic Groups | 2 |
Geographic Location | 2 |
Public Schools | 2 |
Statistical Analysis | 2 |
Academic Achievement | 1 |
More ▼ |
Source
American Educational Research… | 1 |
Education Policy Center at… | 1 |
National Center for Analysis… | 1 |
Wake County Public School… | 1 |
Author
Goldhaber, Dan | 2 |
Theobald, Roddy | 2 |
Cowan, James | 1 |
Haynie, Glenda | 1 |
Imberman, Scott | 1 |
Jin, Zeyu | 1 |
Lovenheim, Michael F. | 1 |
Quince, Vanessa | 1 |
Publication Type
Reports - Research | 4 |
Journal Articles | 1 |
Education Level
Elementary Secondary Education | 1 |
High Schools | 1 |
Secondary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Cowan, James; Goldhaber, Dan; Jin, Zeyu; Theobald, Roddy – American Educational Research Journal, 2023
We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers' in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color.…
Descriptors: Teacher Certification, Teacher Competency Testing, Licensing Examinations (Professions), Predictive Validity
Goldhaber, Dan; Quince, Vanessa; Theobald, Roddy – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2016
There is mounting evidence of substantial "teacher quality gaps" (TQGs) between advantaged and disadvantaged students, but practically no empirical evidence about their history. We use longitudinal data on public school students, teachers, and schools from two states--North Carolina and Washington--to provide a descriptive history of the…
Descriptors: Teacher Competencies, Longitudinal Studies, Public Schools, Educational History
Imberman, Scott; Lovenheim, Michael F. – Education Policy Center at Michigan State University, 2015
Value-added data have become an increasingly common evaluation tool for schools and teachers. Many school districts have begun to adopt these methods and have released results publicly. In this paper, we use the unique public release of value-added data in Los Angeles to identify how this measure of school quality is capitalized into housing…
Descriptors: Value Added Models, Housing, Teacher Influence, Evaluation Methods
Haynie, Glenda – Wake County Public School System, 2006
This research study developed a value-added instructional improvement analysis model. North Carolina state testing results were used in regression and residual analyses of student achievement. This analysis allowed for identification of the "most effective" and "least effective" biology teachers in Wake County Public Schools…
Descriptors: Counties, Public Schools, School Districts, Biology