What Does It Mean to Be Ranked a “High” or “Low” Value-Added Teacher? Observing Differences in Instructional Quality Across Districts

American Educational Research Journal

Volumn 53, Issue 2, 2016, Pages 324-359

  Blazar, David ^a   Litke, Erica ^b   Barmore, Johanna ^a  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^b UNIVERSITY OF DELAWARE   (United States)

Author keywords

district context; instruction; teacher labor markets; teaching quality; value added models

Indexed keywords

EID: 84962109553     PISSN: 00028312     EISSN: 19351011     Source Type: Journal    
DOI: 10.3102/0002831216630407     Document Type: Article

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