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Is a good elementary teacher always good? Assessing teacher performance estimates across subjects
ARTICLE

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Economics of Education Review Volume 36, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

In most elementary schools, teachers are responsible for several subjects. Various personnel policies, such as evaluating teachers based on value-added estimates aggregated across subjects or departmentalizing teachers, implicitly make assumptions about how closely teacher effectiveness is aligned across subjects. This paper reports on research exploring these issues using student–teacher linked data from North Carolina to assess the correlation of teacher productivity across math and reading. We find correlations of value-added estimates of about 0.6 and correlations in the underlying teacher effectiveness of 0.7–0.8. Assigning teachers to teach particular subjects based on their measured productivity could yield modest student achievement benefits.

Citation

Goldhaber, D., Cowan, J. & Walch, J. (2013). Is a good elementary teacher always good? Assessing teacher performance estimates across subjects. Economics of Education Review, 36(1), 216-228. Elsevier Ltd. Retrieved January 24, 2020 from .

This record was imported from Economics of Education Review on January 28, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2013.06.010

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