Is the Persistence of Teacher Effects in Early Grades Larger for Lower-Performing Students?
TR Number
Date
2012-05
Authors
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