This paper examines the mobility of early-career teachers of varying quality—measured using value-added methods—and focuses on the variation in these effects across the effectiveness distribution. On average, more effective teachers remain in the profession and stay in their...

Education Week commentary.

This paper clarifies four areas of confusion about value-added methodology and its role in teacher evaluation: (1) use of value-added information; (2) consequences for teachers versus those for students of classifying and misclassifying teachers as effective or ineffective; (3) reliability of...

In an influential paper, Jesse Rothstein (2010) shows that standard value-added models (VAMs) suggest implausible and large future teacher effects on past student achievement. This is the basis of a falsification test that appears to indicate bias in typical VAM estimates of teacher...

We use a unique longitudinal sample of student teachers (“interns”) from six Washington state teacher training institutions to investigate patterns of entry into the teaching workforce. We estimate split population models that simultaneously estimate the impact of individual characteristics...

Concerns about the quality of the teacher workforce and the distribution of teacher quality among schools have led to calls to reform teacher compensation. The authors present the results of the 2006 Washington State Teacher Compensation survey on teachers' attitudes about this issue. By linking...

This paper clarifies four areas of confusion about value-added methodology and its role in teacher evaluation: (1) use of value-added information; (2) consequences for teachers versus those for students of classifying and misclassifying teachers as effective or ineffective; (3) reliability of...