Basics of qualitative research: Grounded theory procedures and techniques

This paper provides an introduction and "user guide" to Regression Discontinuity (RD) designs for empirical researchers. It presents the basic theory behind the research design, details when RD is likely to be valid or invalid given economic incentives, explains why it is considered a "quasi-experimental" design, and summarizes different ways (with their advantages and disadvantages) of estimating RD designs and the limitations of interpreting these estimates. Concepts are discussed using examples drawn from the growing body of empirical research using RD.

Regression Discontinuity Designs in Economics

This paper provides an introduction and “user guide” to Regression Discontinuity (RD) designs for empirical researchers. It presents the basic theory behind the research design, details when RD is likely to be valid or invalid given economic incentives, explains why it is considered a “quasi-experimental” design, and summarizes different ways (with their advantages and disadvantages) of estimating RD designs and the limitations of interpreting these estimates. Concepts are discussed using examples drawn from the growing body of empirical research using RD. ( JEL C21, C31)

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Regression discontinuity designs in economics

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Applied Longitudinal Data Analysis Modeling Change And Event Occurrence

Cultivating Communities of Practice: A Guide to Managing Knowledge

Background/ContextEducational policy makers have begun to recognize the challenges posed by teacher turnover. Schools and students pay a price when new teachers leave the profession after only 2 or...

https://journals.sagepub.com/doi/pdf/10.1177/016146811211401004

How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement

Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years.

/pdf/can-professional-environments-in-schools-promote-teacher-48satlfnyv.pdf

Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience:

https://scholar.harvard.edu/files/mkraft/files/jpubec_-_returns_to_experience_manuscript_-_r2.pdf

Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement

Recently, educational researchers and practitioners have turned to value-added models to evaluate teacher performance. Although value-added estimates depend on the assessment used to measure student achievement, the importance of outcome selection has received scant attention in the literature. Using data from a large, urban school district, I examine whether value-added estimates from three separate reading achievement tests provide similar answers about teacher performance. I find moderate-sized rank correlations, ranging from 0.15 to 0.58, between the estimates derived from different tests. Although the tests vary to some degree in content, scaling, and sample of students, these factors do not explain the differences in teacher effects. Instead, test timing and measurement error contribute substantially to the instability of value-added estimates across tests.

/pdf/different-tests-different-answers-the-stability-of-teacher-3lvwg672w6.pdf

Different Tests, Different Answers: The Stability of Teacher Value-Added Estimates Across Outcome Measures

In this article, John Papay argues that teacher evaluation tools should be assessed not only on their ability to measure teacher performance accurately, but also on how well they inform and support ongoing teacher development. He looks at two major approaches to teacher evaluation reform: value-added measures and standards-based evaluations. Papay analyzes these two approaches both as measurement tools and as professional development tools, illuminating the advantages, drawbacks, and untapped potential of each. In the process, attention is refocused towards a broader conception of the purpose of teacher evaluation.

John P. Papay

Papers

How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement

Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience:

Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement

Different Tests, Different Answers: The Stability of Teacher Value-Added Estimates Across Outcome Measures

Refocusing the Debate: Assessing the Purposes and Tools of Teacher Evaluation