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Koedel, Cory; Parsons, Eric; Podgursky, Michael; Ehlert, Mark – Education Finance and Policy, 2015
We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from…
Descriptors: Teacher Education Programs, Teacher Effectiveness, Comparative Analysis, College Graduates
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Koedel, Cory; Ni, Shawn; Podgursky, Michael – Education Finance and Policy, 2014
During the late 1990s public pension funds across the United States accrued large actuarial surpluses. The seemingly flush conditions of the pension funds led legislators in most states to substantially improve retirement benefits for public workers, including teachers. In this study we examine the benefit enhancements to the teacher pension…
Descriptors: Retirement Benefits, Teacher Retirement, Beginning Teachers, Compensation (Remuneration)
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Koedel, Cory; Betts, Julian R. – Education Finance and Policy, 2011
Value-added modeling continues to gain traction as a tool for measuring teacher performance. However, recent research questions the validity of the value-added approach by showing that it does not mitigate student-teacher sorting bias (its presumed primary benefit). Our study explores this critique in more detail. Although we find that estimated…
Descriptors: Teacher Effectiveness, Validity, Models, Statistical Bias
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Koedel, Cory; Betts, Julian – Education Finance and Policy, 2010
Value-added measures of teacher quality may be sensitive to the quantitative properties of the student tests upon which they are based. This article focuses on the sensitivity of value added to test score ceiling effects. Test score ceilings are increasingly common in testing instruments across the country as education policy continues to…
Descriptors: Teacher Effectiveness, Scores, Tests, Measurement