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Beyond Levels and Growth: Estimating Teacher Value-Added and its Persistence
Beyond Levels Growth Estimating Teacher Value-Added Persistence
2016/3/9
The levels and growth achievement functions make extreme and diametrically opposed assumptions about the rate at which teacher inputs persist. I first show that if these assumptions are incorrect, tea...
Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation
Formulating Identifying Estimating Technology Cognitive Noncognitive Skill Formation
2016/3/7
This paper estimates models of the evolution of cognitive and noncognitive skills and explores the role of family environments in shaping these skills at different stages of the life cycle of the chil...