Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6840932 | Economics of Education Review | 2013 | 13 Pages |
Abstract
In most elementary schools, teachers are responsible for several subjects. Various personnel policies, such as evaluating teachers based on value-added estimates aggregated across subjects or departmentalizing teachers, implicitly make assumptions about how closely teacher effectiveness is aligned across subjects. This paper reports on research exploring these issues using student-teacher linked data from North Carolina to assess the correlation of teacher productivity across math and reading. We find correlations of value-added estimates of about 0.6 and correlations in the underlying teacher effectiveness of 0.7-0.8. Assigning teachers to teach particular subjects based on their measured productivity could yield modest student achievement benefits.
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Authors
Dan Goldhaber, James Cowan, Joe Walch,