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An Empirical Analysis of Teacher Spillover Effects in Secondary School

Cory Koedel

No 808, Working Papers from Department of Economics, University of Missouri

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. While the initial results indicate that reading output is jointly produced by math and English teachers, post-estimation falsification tests debunk the math-teacher effects - that is, there is in fact no evidence of joint production in secondary school. The results offer a mixed review of the value-added methodology, suggesting that it may be useful in some contexts but not others.

Keywords: value-added; teacher quality; secondary school teachers; educational production (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-edu, nep-hrm, nep-lab and nep-ure
Date: 2008-07-22
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Published in Economics of Education Review 2009

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https://economics.missouri.edu/working-papers/2008/wp0808_koedel.pdf (application/pdf)

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Journal Article: An empirical analysis of teacher spillover effects in secondary school (2009) Downloads
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