Disruptive peers and the estimation of teacher value added

Irina Horoi and Ben Ost

Economics of Education Review, 2015, vol. 49, issue C, 180-192

Abstract: Classroom disruption is often cited as an obstacle to effective teaching, yet little is known regarding how disruptive students influence classroom learning and teacher evaluation. In this study, we show that students with serious behavioral difficulties substantially reduce the academic performance of their peers. Since standard value-added models fail to account for these peer effects, we find that some teachers’ value added is penalized because of the students she is assigned. Importantly, we show that the assignment of disruptive students to teachers is non-random, so these peer effects do not impact the evaluation of all teachers equally.

Keywords: Teacher quality; Value-added; Disruptive peers (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2015
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (14)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:49:y:2015:i:c:p:180-192

DOI: 10.1016/j.econedurev.2015.10.002

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