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Direct linkKinsler, Josh – Journal of Human Resources, 2012
The levels and growth achievement functions make extreme and diametrically opposed assumptions about the rate at which teacher inputs persist. I first show that if these assumptions are incorrect, teacher value-added estimates can be significantly biased. I then develop a tractable, cumulative model of student achievement that allows for the joint…
Descriptors: Teacher Effectiveness, Educational Testing, Scores, Achievement Gains
