The Distribution of Teacher Quality and Implications for Policy

被引：122

作者：

Hanushek, Eric A. ^{[1
,3
,4
,5
]}

Rivkin, Steven G. ^{[2
,3
,4
,5
]}

机构：

[1] Stanford Univ, Hoover Inst, Stanford, CA 94305 USA

[2] Univ Illinois, Dept Econ, Chicago, IL 60607 USA

[3] Univ Texas Dallas, Dept Econ, Richardson, TX 75080 USA

[4] Natl Bur Econ Res, Cambridge, MA 02138 USA

[5] CESifo, D-81679 Munich, Germany

来源：

ANNUAL REVIEW OF ECONOMICS, VOL 4 | 2012年 / 4卷

关键词：

teacher value-added; persistence; test measurement error; LIFO policies; economic impacts; STUDENT-ACHIEVEMENT; COGNITIVE SKILLS; SCHOOLS; DETERMINANTS; PERSISTENCE; CLASSROOM; EDUCATION; EARNINGS; TIEBOUT; PAY;

D O I：

10.1146/annurev-economics-080511-111001

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

It has become commonplace to measure teacher quality in terms of teacher value-added. Operationally, this means evaluating teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of which is within schools as opposed to between schools. The policy implications of these variations are dramatic. But the underlying statistical modeling has become the subject of intense research, in part because of this direct use of value-added measures in policy discussions.

引用

页码：131 / 158

页数：28

共 84 条

[1] Teachers and student achievement in the Chicago public high schools [J].