| 来源类型 | Publication |
| 来源ID | Working Paper 23 |
| Elementary School Data Issues: Implications for Research Using Value-Added Models | |
| Eric Isenberg; Bing-ru Teh; and Elias Walsh | |
| 发表日期 | 2013-10-30 |
| 出版者 | Chicago, IL: Mathematica Policy Research |
| 出版年 | 2013 |
| 语种 | 英语 |
| 概述 | This working paper compares teacher/student links that have undergone a roster confirmation process—whereby teachers verify the subjects and students they taught—to teacher/student links from unconfirmed administrative data. ", |
| 摘要 | This working paper compares teacher/student links that have undergone a roster confirmation process—whereby teachers verify the subjects and students they taught—to teacher/student links from unconfirmed administrative data. Due to the departmentalization of instruction in math and reading/English language arts in grades 4 and 5, about one in six teachers in these grades and subjects is linked in the unconfirmed data to a subject that he or she does not teach. The authors discuss the circumstances in which using unconfirmed teacher/student links in value-added models most affect research. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/elementary-school-data-issues-implications-for-research-using-valueadded-models |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/487526 |
| 推荐引用方式 GB/T 7714 | Eric Isenberg,Bing-ru Teh,and Elias Walsh. Elementary School Data Issues: Implications for Research Using Value-Added Models. 2013. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| elementary_school_da（330KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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