“Teacher Applicant Hiring and Teacher Performance: Evidence from DC Public Schools” a journal article by Ford School Professor Brian Jacob, Jonah E. Rockoff, Eric S. Taylor, Benjamin Lindy, and Rachel Rosen, has been released as an NBER working...
A Science Daily article discusses research by Brian A. Jacob about the long-term added value of high quality teachers. Jacob’s study, conducted with researchers from Brigham Young University and published in The Journal of Human Resources, found...
According to new research by Brian Jacob, public school teachers took less time off when principals had more flexibility to dismiss them without completing elaborate documentation or attending a hearing.Two papers authored by Jacob examined a policy...
Gerald R. Ford School of Public Policy
Paul and Nancy O'Neill Classroom
Abstract We examine the theoretical and practical implications of ranking teachers according to a one dimensional value-added metric when teacher effectiveness is multi-dimensional. In particular, we consider the cases in which teachers teach multiple subjects or multiple student types. We outline the assumptions under which a standard value-added estimator correctly ranks teachers according to their social value. We demonstrate that these assumptions fail to hold empirically.
Causal Inference in Education Research Seminar (CIERS)
Matthew Chingos will discusses three studies of how schools respond to differences in teacher effectiveness, all of which are based on administrative data from the state of Florida. December, 2012.
Matthew Springer discusses the impact of the POINT intervention on student achievement as well as teacher behavior and organizational dynamics. September, 2010.