Predicting Gain Scores with Hierarchical Linear Models: A Value-Added Approach to Measure Teacher Effectiveness

Subedi, Bidya Raj; Swan, Bonnie; Hynes, Michael C.

doi:10.5296/jse.v3i3.4187

Cited by 3 publications

(2 citation statements)

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“…This study explores the individual effects of teacher level predictors: mathematics contentarea certification, advanced mathematics or mathematics education degree, and experience. Subedi and Swan [31] conducted similar study using two-level HLM analysis. This study extends their work using three-level HLM through value-added model in order to measure teacher effectiveness.…”

Section: Design Of the Studymentioning

confidence: 99%

Are School Factors Important for Measuring Teacher Effectiveness? A Multilevel Technique to Predict Student Gains through a Value-Added Approach

Subedi

Swan

Hynes

2011

Education Research International

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This paper investigated the effect of teacher quality, represented by teacher level characteristics, on mathematics gain scores employing a three-level hierarchical linear model (HLM) through value-added model (VAM) approach. The analysis investigated significant predictors at student, teacher, and school levels for predicting students' gain scores and also estimated d-type effect sizes at teacher and school levels. We found the significant effects of teacher's mathematics content certification, teacher experience, and the interaction effects of mathematics content certification with student level predictors. Although school poverty significantly predicted students' gain scores, the school level effect was relatively small.

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Section: Design Of the Studymentioning

confidence: 99%

Are School Factors Important for Measuring Teacher Effectiveness? A Multilevel Technique to Predict Student Gains through a Value-Added Approach

Subedi

Swan

Hynes

2011

Education Research International

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“…Similarly, Harris and Sass (2007) found that professional development in the form of content-specific training raised student achievement, using administrative data for the universe of third through tenth grade students in Florida. In another recent study, Subedi , Swan, and Hynes (2009) examined middle school gain scores in mathematics from a single school district and found significant positive effects for content certification in mathematics and teaching experience.…”

Section: Iia Education Literaturementioning

confidence: 99%

Lost in Translation? Teacher Training and Outcomes in High School Economics Classes

2012

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Any opinions expressed here are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions.The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public.IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion.

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Lost in Translation? Teacher Training and Outcomes in High School Economics Classes

2012

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. Using data on 24 teachers and 982 students from a 2006 survey of California high school economics classes, we assess the effects of student and teacher characteristics on student achievement. We estimate value-added models of outcomes on multiple choice and essay exams, with matched classroom pairs for each teacher enabling random effects and fixedeffects estimation. Students' own and peer GPAs and their attitudes towards economics have the largest effects on value-added scores. We also find a substantial impact of specialized teacher experience and college-level coursework in economics, although the effects of the latter are positive for the multiple choice test and negative for the essay test. JEL Classification:A21, I21

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Predicting Gain Scores with Hierarchical Linear Models: A Value-Added Approach to Measure Teacher Effectiveness

Cited by 3 publications

References 23 publications

Are School Factors Important for Measuring Teacher Effectiveness? A Multilevel Technique to Predict Student Gains through a Value-Added Approach

Are School Factors Important for Measuring Teacher Effectiveness? A Multilevel Technique to Predict Student Gains through a Value-Added Approach

Lost in Translation? Teacher Training and Outcomes in High School Economics Classes

Lost in Translation? Teacher Training and Outcomes in High School Economics Classes

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