Methods for Accounting for Co-Teaching in Value-Added Models
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| Publicado en: | IDEAS Working Paper Series from RePEc (2012), p. n/a |
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| Autor principal: | |
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| Publicado: |
Federal Reserve Bank of St. Louis
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| Acceso en línea: | Citation/Abstract Full text outside of ProQuest |
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| 001 | 1698797921 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 1698797921 | ||
| 045 | 2 | |b d20120101 |b d20121231 | |
| 084 | |a 258628 |2 nlm | ||
| 100 | 1 | |a Hock, Heinrich | |
| 245 | 1 | |a Methods for Accounting for Co-Teaching in Value-Added Models | |
| 260 | |b Federal Reserve Bank of St. Louis |c 2012 | ||
| 513 | |a Working Paper | ||
| 520 | 3 | |a This working paper helps to address the issue of isolating the effect of each teacher on student achievement when the student is taught the same subject by more than one teacher. This paper considers and compares three methodsâ[euro]"Partial Credit Method, Teacher Team Method, and Full Roster Methodâ[euro]"to estimate teacher effects. Based on the analysis, the authors conclude that the latter two methods provide a more stable approach to estimating teacher effects on student achievement. Furthermore, the Full Roster Method offers the most promise for robust, practical implementation. | |
| 700 | 1 | |a Isenberg, Eric | |
| 773 | 0 | |t IDEAS Working Paper Series from RePEc |g (2012), p. n/a | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/1698797921/abstract/embedded/XH47U3ESDU1O47K5?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://ideas.repec.org/p/mpr/mprres/e53ebf9f792e48dca345a4bba26a1d70.html |