An empirical analysis of teacher spillover effects in secondary school

Cory Koedel

Economics of Education Review, 2009, vol. 28, issue 6, 682-692

Abstract: This paper examines whether educational production in secondary school involves joint production among teachers across subjects. In doing so, it also provides insights into the reliability of value-added modeling. Teacher value-added to reading test scores is estimated for four different teacher types: English, math, science and social-studies. The initial results indicate that reading output is jointly produced by math and English teachers. However, while falsification tests confirm the English-teacher effects, they cast some doubt about whether the math-teacher effects are free from sorting bias. The results offer a mixed review of the value-added methodology, suggesting that it can be useful but should be implemented cautiously.

Keywords: Input; output; analysis; Educational; economics; Resource; allocation (search for similar items in EconPapers)
Date: 2009
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Citations: View citations in EconPapers (20)

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Working Paper: An Empirical Analysis of Teacher Spillover Effects in Secondary School (2008)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:28:y:2009:i:6:p:682-692

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