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Sep 30, 2003 · Student fixed effects produce quite different estimates than the simple value added models in Table I, and the addition of school fixed effects leads to further changes for most variables. Consider the pattern of estimates for the (lagged) peer average math score variable.
- Eric A. Hanushek, John F. Kain, Jacob M. Markman, Steven G. Rivkin
- 2003
Oct 1, 2014 · We outline policy implications of the scientific findings—noting relevant policy audiences—and specify critical features of classroom design that can improve student achievement, especially for the most vulnerable students.
- Sapna Cheryan, Sianna A. Ziegler, Victoria C. Plaut, Andrew N. Meltzoff
- 2014
Tim R. Sass, Georgia State University. We analyze the impact of classroom peers’ ability (measured by their individual fixed effects) on student achievement for all Florida pub-lic school students in grades 3–10 over a 6-year period.
Jun 1, 2012 · These characteristics combined with panel data allow us to use individual fixed effects to capture all time-invariant student, family, and classroom characteristics and teacher-by-test fixed effects to capture time-varying common teacher effects.
- Katherine Grace Carman, Lei Zhang
- 2012
Nov 1, 2018 · Introduction. One of the key findings from decades of educational effectiveness research is the important role of teachers in order to promote student learning (Hanushek, 2011).
- Jose M. Cordero, María Gil-Izquierdo
- 2018
Estimated peer effects tend to be smaller when teacher fixed effects are included than when they are omitted, a result that suggests co-movement of peer and teacher quality within a student over time. We also find that peer effects tend to be stronger at the classroom level than the grade level.
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Why are student and teacher-by-test fixed effects important?
Do student and school-by-grade fixed effects determine peer group effects?
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Why do we use fixed effects?
Jul 22, 2022 · Our results suggest that the classroom quality dimensions captured by the CLASS likely have some limited effects on student achievement and behavioral problems during elementary school.
