The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-career Teachers
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Authors are listed alphabetically. The authors would like to thank Susan Moore Johnson, Eric Bettinger, Susanna Loeb, and seminar participants at Wellesley College, Stanford University, and the NBER Education Program meeting for helpful comments on previous drafts of this paper. The research reported here was supported in part by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C090023 to the President and Fellows of Harvard College. The opinions expressed are those of the authors and do not represent views of the Institute, the U.S. Department of Education, or the National Bureau of Economic Research. We also gratefully acknowledge the Center for Education Policy Research at Harvard University, the Joyce Foundation for their generous support of this project, as well as the cooperation and support of the Cincinnati Public Schools.