An Empirical Analysis of Teacher Spillover Effects in Secondary School

29 Pages Posted: 31 Aug 2008 Last revised: 6 Sep 2021

See all articles by Cory Koedel

Cory Koedel

University of Missouri - Economics

Date Written: February 2009

Abstract

This paper examines whether educational production in secondary school involves joint production among teachers across subjects. In doing so, it also provides insights into the reliability of value-added modeling. Teacher value-added to reading test scores is estimated for four different teacher types: English, math, science and social studies. While the initial results indicate that reading output is jointly produced by math and English teachers, post-estimation falsification tests debunk the math-teacher effects - that is, there is in fact no evidence of joint production in secondary school. The results offer a mixed review of the value-added methodology, suggesting that it may be useful in some contexts but not others.

Keywords: teacher quality, value-added, value-added reliability, secondary school teachers

JEL Classification: I20, I21

Suggested Citation

Koedel, Cory, An Empirical Analysis of Teacher Spillover Effects in Secondary School (February 2009). Available at SSRN: https://ssrn.com/abstract=1260999 or http://dx.doi.org/10.2139/ssrn.1260999

Cory Koedel (Contact Author)

University of Missouri - Economics ( email )

118 Professional Building
Columbia, MO 65211
United States

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