The Compositional Effect of Rigorous Teacher Evaluation on Workforce Quality
NBER Working Paper No. 22805
---- Acknowledgements ----
Cullen is in the Department of Economics at the University of California, San Diego. Koedel is in the Department of Economics and Truman School of Public Affairs, and Parsons is in the Department of Economics, at the University of Missouri, Columbia. The authors gratefully acknowledge financial support from the Laura and John Arnold Foundation and the National Center for Analysis of Longitudinal Data in Education Research (CALDER) funded through grant #R305C120008 to American Institutes for Research from the Institute of Education Sciences, U.S. Department of Education; research support from the Houston Education Research Consortium, in particular Shauna Dunn, Holly Heard, Dara Shifrer, and Ruth Turley; and research assistance from Li Tan. The authors also thank Tom Dee and seminar participants at the Center for Education Policy Analysis at Stanford University for helpful comments. The views expressed here are those of the authors and should not be attributed to their institutions, data providers, the funders, or the National Bureau of Economic Research. Any and all errors are attributable to the authors.