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Is the Persistence of Teacher Effects in Early Grades Larger for Lower-Performing Students?

TR Number

Date

2012-05

Journal Title

Journal ISSN

Volume Title

Publisher

University of Chicago Press

Abstract

Description

Keywords

value-added assessment, academic-achievement, public-schools, quality, models, qualifications, education, education & educational research

Citation

Spyros Konstantopoulos and Min Sun. "Is the Persistence of Teacher Effects in Early Grades Larger for Lower-Performing Students?," American Journal of Education, Vol. 118, No. 3 (May 2012), pp. 309-339. DOI: 10.1086/664772