A primarily empirical paper about the multi-task principal problem that we will be looking at in a theoretical context in EC470. A key message of the paper:
“In sum, the results indicate that a teacher’s effect on test scores and other non-cognitive outcomes are largely orthogonal, such that teachers who tend to improve test scores are no more or less likely to improve non-test score outcomes…. This implies that roughly half of teachers classified as above average at improving test score will be below average at improving non-cognitive ability and roughly 25 percent of teachers in the top 25 percent of improving test scores will be in the bottom 25 percent at improving non-cognitive ability. (p.23)”
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