Validating Teacher Effect Estimates Using Changes in Teacher Assignments in Los Angeles
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In a widely cited study, Chetty, Friedman, and Rockoff (2014a; hereafter CFR) evaluate the degree of bias in teacher value-added estimates using a novel "teacher switching" research design with data from New York City. They conclude that there is little to no bias in their estimates. Using the same
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美国国家经济研究局创建时间：
2014-11-01
