Find specific work or narrow your results by type, topic, program, project, or service by selecting your criteria from the choices at right.
This CALDER Center paper examines the value of strategically assigning disproportionately larger classes to the strongest teachers in order to optimize student learning in the face of differential teacher effectiveness.
Teachers’ individual contributions to student learning and schools’ contributions are typically intertwined. This paper explores the key issues related to strategies for identifying a value-added model to account for school and teacher contributions that create appropriate incentives for teachers. The authors recommend estimating between-school differences and then considering what part of those
differences should be attributed to teachers.