In addition, «relatively few studies rely on experimental designs that enable us to
attribute differences in student achievement and teacher retention solely to the compensation program, and not to other characteristics of the teachers, schools, or districts» (Glazerman).
Not exact matches
If
students do sort themselves into middle schools because of some unobserved characteristic that causes changes
in academic
achievement over time, we would incorrectly
attribute differences in achievement to the middle schools instead of to characteristics of the
students themselves.
We compared a principal's assessment of how effective a teacher is at raising
student reading or math
achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the
difference in student achievement that we can
attribute to the teacher.