Steven G. Rivkin

TL;DR: The authors disentangles the separate factors influencing achievement with special attention given to the role of teacher differences and other aspects of schools, and estimates educational production functions based on models of achievement growth with individual fixed effects.

TL;DR: In this article, the authors disentangle the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection.

TL;DR: This article found that teacher mobility is much more strongly related to characteristics of the students, particularly race and achievement, than to salary, although salary exerts a modest impact once compensating differentials are taken into account.

TL;DR: The authors found that peer achievement has a positive effect on achievement growth and that students throughout the school test score distribution appear to benefit from higher achieving schoolmates, while the variance in achievement appears to have no systematic effect.

TL;DR: This article found that there is sub-stantial variation in teacher quality as measured by the value added to achievement or future aca- demic attainment or earnings, and that variables often used to determine entry into the profession and salaries, including post-graduate schooling, experience, and licensing examination scores, appear to explain little of the variation of teacher quality so measured, with the exception of early experience.