Identifying Effective Classroom Practices Using Student Achievement Data
NBER Working Paper No. 15803
---- Acknowledgements -----
Authors are listed alphabetically. The authors would like to thank Douglas Staiger, Ron Ferguson, and participates at the Brown University seminar on Race and Inequality, the Program on Education Policy and Governance Colloquium at Harvard University, and The Institute for Research on Education Policy and Practice Speaker Series at Stanford University for helpful comments on previous drafts of this paper. We also acknowledge the Joyce Foundation for their generous support of this project, as well as the cooperation and support of the Cincinnati Public Schools. The views expressed herein are those of the author(s) and do not necessarily reflect the views of the National Bureau of Economic Research.