Reward or punishment? Class size and teacher quality

Economics of Education Review

Volumn 35, Issue , 2013, Pages 41-52

  Barrett, Nathan ^a   Toma, Eugenia F ^b  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

^b UNIVERSITY OF KENTUCKY   (United States)

Author keywords

Class size; Education policy; School administration; Teacher effectiveness

Indexed keywords

ACADEMIC PERFORMANCE; ACCOUNTABILITY; ADMINISTRATIVE FRAMEWORK; CONCEPTUAL FRAMEWORK; EDUCATION POLICY; EDUCATIONAL DEVELOPMENT;

EID: 84877352393     PISSN: 02727757     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.econedurev.2013.03.001     Document Type: Article

References (33)

1. Airasian P.W. Symbolic validation: The case of state-mandated, high-stakes testing. Educational Evaluation and Policy Analysis 1988, 10(4):301-313.
2. Allgood W., Rice J.K. The adequacy of urban education: Focusing on teacher quality. Fiscal Policy Issues in Urban Education 2002, 155-180. Information Age Publishing, Inc., Greenwich, CT. C.F. Roellke, J.K. Rice (Eds.).
3. Ballou D. Test scaling and value-added measurement. Education Finance and Policy 2009, 4(4):351-383.
4. Barrett N., Toma E.F., Butler J.S. Do less effective teachers choose professional development: Does it matter?. Evaluation Review 2012, 36(5):346-374.
5. Beteille T., Kalogrides D., Loeb S. Effective schools: Managing the recruitment, development, and retention of high-quality teachers (Working Paper 37) 2009, National Center for Analysis of Longitudinal Data in Education Research, Washington, DC.
6. Boyd D., Grossman P., Lankford H., Loeb S., Wyckoff J. Teacher preparation and student achievement. Educational Evaluation and Policy Analysis 2009, 31(4):416-440.
7. Bracey G.W. Bail me out: Handling difficult data and tough questions about public schools 2000, Corwin Press, Thousand Oaks, CA.
8. Clotfelter C., Ladd H., Vigdor J. Teacher-student matching and the assessment of teacher effectiveness. Journal of Human Resources 2006, 41:778-820.
9. Clotfelter C.T., Ladd H.F., Vigdor J.L. Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review 2007, 26(6):673-682.
10. Darling-Hammond L. Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives 2000, 8(1).
11. Dorn S. The political legacy of school accountability systems. Education Policy Analysis Archives 1998, 6(1):1-31.
12. Figlio D. Teacher salaries and teacher quality. Economics Letters 1997, 55(2):267-271.
13. Finn J.D., Gerber S.B., Achilles C.M., Boyd-Zaharias J. The enduring effects of small classes. Teachers College Record 2001, 103(2):145-183.
14. Goldhaber D.D., Brewer D.J. Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis 2000, 22(2):129-145.
15. Guarino C., Santibanez L., Daley G. Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research 2006, 72(2):173-208.
16. Hanushek E. The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature 1986, 24(3):1141-1177.
17. Hanushek E. Assessing the effects of school resources on student performance: An update?. Educational Evaluation and Policy Analysis 1997, 19(1):141-164.
18. Hanushek E. Conclusions and controversies about the effectiveness of school resources. FRBNY Economic Policy Review 1998, 4(1):11-28.
19. Hanushek E.A. Some findings from an independent investigation of the Tennessee STAR experiment and from other investigations of class size effects. Educational Evaluation and Policy Analysis 1999, 21(1):143-164.
20. Harris D.N., Sass T.R. Teacher training, teacher quality and student achievement. Journal of Public Economics 2011, 95(7-8):798-812.
21. Jacob B.A. Do principals fire the worst teachers?. Educational Evaluation and Policy Analysis 2011, 33(4):403-434.
22. Jacob B.A., Lefgren L. Principals as agents: Subjective performance assessment in education. Journal of Labor Economics 2008, 26(1):101-136.
23. Konstantopoulos S., Sun M. Are teacher effects larger in small classes?. 24th International Congress for School Effectiveness and Improvement 2010.
24. Krueger A.B. Experimental estimates of education production functions. Quarterly Journal of Economics 1999, 114(3):497-532.
25. Krueger A. Economic Considerations and Class Size. Economic Journal 2003, 113(1):34-63.
26. McCaffrey D.F., Lockwood J.R., Koretz D., Hamilton L. Evaluating value-added models for teacher accountability 2004, Rand Corporation, MG-158-EDU, Santa Monica.
27. Murnane R.J., Phillips B.R. What do effective teachers of inner-city children have in common?. Social Science Research 1981, 10(1):83-100.
28. Nye B.A. Do the disadvantaged benefit more from small classes? Evidence from the Tennessee class size experiment. American Journal of Education 2000, 109(1):1-25.
29. Nye B., Hedges L.V., Konstantopoulos S. Are effects of small classes cumulative? Evidence from a Tennessee experiment. Journal of Educational Research 2001, 94(3):336-345.
30. Rivkin S., Hanushek E., Kain J. Teachers, schools and academic achievement. Econometrica 2005, 73(2):417-458.
31. Rowan B., Correnti R., Miller R.J. What large-scale, survey research tells us about teacher effects on student achievement: Insights from the prospects student of elementary schools. Teachers College Record 2002, 104(8):1525-1567.
32. Sanders, W., & Rivers, J. (1996). Cumulative and residual effects of teachers on future student. Academic achievement (Research Progress Report). University of Tennessee Value-Added Assessment Center, Knoxville, TN.
33. Sinclair A.L., Thacker A.A., Koger L.E., Dickinson E.R. Relations between students' scores on the revised 2007 KCCT and prior KCCT (HumRRO Draft Report DFR-08-11) 2008, Human Resources Research Organization, Louisville, KY.