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This represents a fundamental problem that I have discussed before: The conflation of the important finding that teachers matter – that they vary in their effectiveness – with the assumption that teacher effects can be measured accurately at the level of the individual teacher (see here for a quick analogy explaining this dichotomy).
Although assignment was by school, these numbers effectively resulted in a randomized, controlled trial to assess the teacher effects.
Teacher effects are also much stronger than class-size effects.
No teacher effects on strategy use were found.
Our evaluation design controls for pupil effects, school effects and teacher effects, and adopts a difference-in-difference methodology.
He is currently interested in methods motivated by education data sets, including the measurement of teacher effects.
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These teacher effect estimates have moderate to strong predictive validity.
Finally, I examine the predictive validity of teacher effect estimates on students' attitudes and behaviors amongst a subset of teachers who were randomly assigned to class rosters within schools.
I do not include a teacher effect in the model due to data limitations.10.10
Wright et al. (1997) found the teacher effect is a dominant factor affecting student academic gain more than the classroom context variables of heterogeneity among students and class sizes.
In both cases teacher effect dwarfed all else, and the class size effect was not significant.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com