Elementary School Data Issues for Value-Added Models: Implications for Research (Journal Article)
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| Publicado en: | IDEAS Working Paper Series from RePEc (2015), p. n/a |
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| Autor principal: | |
| Otros Autores: | , |
| Publicado: |
Federal Reserve Bank of St. Louis
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full text outside of ProQuest |
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| 001 | 1698799665 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 1698799665 | ||
| 045 | 2 | |b d20150101 |b d20151231 | |
| 084 | |a 258628 |2 nlm | ||
| 100 | 1 | |a Isenberg, Eric | |
| 245 | 1 | |a Elementary School Data Issues for Value-Added Models: Implications for Research (Journal Article) | |
| 260 | |b Federal Reserve Bank of St. Louis |c 2015 | ||
| 513 | |a Working Paper | ||
| 520 | 3 | |a 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. | |
| 653 | |a Elementary school teachers | ||
| 653 | |a Elementary schools | ||
| 700 | 1 | |a Bing-ru Teh | |
| 700 | 1 | |a Walsh, Elias | |
| 773 | 0 | |t IDEAS Working Paper Series from RePEc |g (2015), p. n/a | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/1698799665/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://ideas.repec.org/p/mpr/mprres/0b27337b097f4908a1e240342feb3d3e.html |