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Kane Thomas J. & Staiger Douglas O. (2008). Estimating teacher impacts on student achievement : An experimental evaluation. Cambridge : National Bureau of Economic Research, NBER Working Paper, n° 14607. En ligne : <http://www.nber.org/papers/w14607>. 
Added by: Feyfant Annie (15 Sep 2011 21:53:56 Europe/Paris)
Resource type: Report/Documentation
BibTeX citation key: Kane2008a
Categories: Enseignants, General
Keywords: effet maître, efficacité, pratique pédagogique
Creators: Kane, Staiger
Publisher: National Bureau of Economic Research (Cambridge)
Views: 1030/1681
Views index: 25%
Popularity index: 6.25%
URLs     http://www.nber.org/papers/w14607
Abstract     
"We used a random-assignment experiment in Los Angeles Unified School District to evaluate various non-experimental methods for estimating teacher effects on student test scores. Having estimated
teacher effects during a pre-experimental period, we used these estimates to predict student achievement
following random assignment of teachers to classrooms. While all of the teacher effect estimates we
considered were significant predictors of student achievement under random assignment, those that
controlled for prior student test scores yielded unbiased predictions and those that further controlled
for mean classroom characteristics yielded the best prediction accuracy. In both the experimental and
non-experimental data, we found that teacher effects faded out by roughly 50 percent per year in the
two years following teacher assignment."
Added by: Feyfant Annie  
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