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Axinn says data show incidents of sexual assault start at 'very young age'

Miech on 'generational forgetting' about drug-use dangers

Impacts of H-1B visas: Lower prices and higher production - or lower wages and higher profits?

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Call for papers: Conference on computational social science, April 2017, U-M

Sioban Harlow honored with 2017 Sarah Goddard Power Award for commitment to women's health

Post-doc fellowship in computational social science for summer or fall 2017, U-Penn

ICPSR Summer Program scholarships to support training in statistics, quantitative methods, research design, and data analysis

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Next Brown Bag

Mon, Feb 13, 2017, noon:
Daniel Almirall, "Getting SMART about adaptive interventions"

Can principals identify effective teachers? Evidence on subjective performance evaluation in education

Archived Abstract of Former PSC Researcher

Jacob, Brian, and Lars Lefgren. 2008. "Can principals identify effective teachers? Evidence on subjective performance evaluation in education." Journal of Labor Economics, 26(1): 101-136.

We examine how well principals can distinguish between more and less effective teachers. To put principal evaluations in context, we compare them with the traditional determinants of teacher compensation-education and experience-as well as value-added measures of teacher effectiveness based on student achievement gains. We present " out-of-sample" predictions that mitigate concerns that the teacher quality and student achievement measures are determined simultaneously. We find that principals can generally identify teachers who produce the largest and smallest standardized achievement gains but have far less ability to distinguish between teachers in the middle of this distribution.

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