scholarly journals The Effect of Central Exit Examinations on Student Achievement: Quasi-Experimental Evidence from Timss Germany

2003 ◽  
Author(s):  
Hendrik Jürges ◽  
Kerstin Schneider ◽  
Felix Büchel
Keyword(s):  
Student Achievement ◽  
Experimental Evidence ◽  
Exit Examinations ◽  
Quasi Experimental

Does Evaluation Change Teacher Effort and Performance? Quasi-Experimental Evidence from a Policy of Retesting Students

2020 ◽  
pp. 1-45
Author(s):  
Esteban Aucejo ◽  
Teresa Romano ◽  
Eric S. Taylor
Keyword(s):  
Student Achievement ◽  
Experimental Evidence ◽  
Evaluation Score ◽  
Quasi Experimental ◽  
Teacher Effort ◽  
And Performance ◽  
One Year

We document measurable, lasting gains in student achievement caused by a change in teachers' evaluation incentives. A short-lived rule created a discontinuity in teachers' incentives when allocating effort across their assigned students: students who failed an initial end-of-year test were retested a few weeks later, and then only the higher of the two scores was used when calculating the teacher's evaluation score. One year later, long after the discontinuity in incentives had ended, retested students scored 0.03σ higher than non-retested students. Otherwise identical students were treated differently by teachers because of evaluation incentives, despite arguably equal returns to teacher effort.

scholarly journals A Model about the Impact of Ability Grouping on Student Achievement

2017 ◽  
Vol 17 (3) ◽  
Author(s):  
David Kiss
Keyword(s):  
Student Achievement ◽  
Theoretical Model ◽  
Experimental Evidence ◽  
Ability Grouping ◽  
High Achievers ◽  
Additional Source ◽  
Peer Effect ◽  
Quasi Experimental ◽  
The Impact ◽  
Instructional Pace

AbstractThis paper presents a small theoretical model to compare school systems that segregate students by ability (“tracking”) with comprehensive ones, which allow for mixing of differently skilled students into same classes. The outcomes of interest are the achievement levels of weaker and better students, and the average achievement of all students. In the model, the instructional pace is tailored to the skill distribution of a class, and higher-achieving peers are an additional source of learning. The results show that differences in both the share of high-achievers and degree of interaction between student types can explain the mixed (quasi-)experimental evidence on the effect of de-tracking on student achievement. As changes in peer quality affect good and weak students’ achievement in very different ways, the term “peer effect” should be used with caution.

scholarly journals The additionality of R&D tax policy: Quasi-experimental evidence

Technovation ◽  
2021 ◽  
Vol 107 ◽  
pp. 102293
Author(s):  
Jared Holt ◽  
Ahmed Skali ◽  
Russell Thomson
Keyword(s):  
Experimental Evidence ◽  
Tax Policy ◽  
Quasi Experimental
Sign in / Sign up

Export Citation Format

Share Document