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Abstract

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Researchers often presume that it is better to use administrative data from grades 4 and 5 than data from grades 6 through 8 for conducting research on teacher effectiveness that uses value-added models because (1) elementary school teachers teach all subjects to their students in self-contained classrooms and (2) classrooms are more homogenous at the elementary school level.

Details

1009240
Subject
Elementary school teachers;
Elementary schools
Business indexing term
Classification
61111: Elementary and Secondary Schools
URL
http://ideas.repec.org/p/mpr/mprres/0b27337b097f4908a1e240342feb3d3e.html
Title
Elementary School Data Issues for Value-Added Models: Implications for Research (Journal Article)
Author
Isenberg, Eric; Bing-ru Teh; Walsh, Elias
Publication title
IDEAS Working Paper Series from RePEc; St. Louis
Source details
Mathematica Policy Research Reports
Publication year
2015
Publication date
2015
Publisher
Federal Reserve Bank of St. Louis
Place of publication
St. Louis
Country of publication
United States
Publication subject
Business And Economics
Source type
Working Paper
Language of publication
English
Document type
Working Paper
ProQuest document ID
1698799665
Document URL
https://www.proquest.com/working-papers/elementary-school-data-issues-value-added-models/docview/1698799665/se-2?accountid=208611
Copyright
Copyright FEDERAL RESERVE BANK OF ST LOUIS 2015
Last updated
2024-12-06
Database
ProQuest One Academic