Reward or punishment? Class size and teacher quality

Airasian, 1988, Symbolic validation: The case of state-mandated, high-stakes testing, Educational Evaluation and Policy Analysis, 10, 301, 10.3102/01623737010004301 Allgood, 2002, The adequacy of urban education: Focusing on teacher quality, 155 Ballou, 2009, Test scaling and value-added measurement, Education Finance and Policy, 4, 351, 10.1162/edfp.2009.4.4.351 Barrett, 2012, Do less effective teachers choose professional development: Does it matter?, Evaluation Review, 36, 346, 10.1177/0193841X12473304 Beteille, 2009 Boyd, 2009, Teacher preparation and student achievement, Educational Evaluation and Policy Analysis, 31, 416, 10.3102/0162373709353129 Bracey, 2000 Clotfelter, 2006, Teacher–student matching and the assessment of teacher effectiveness, Journal of Human Resources, 41, 778, 10.3368/jhr.XLI.4.778 Clotfelter, 2007, Teacher credentials and student achievement: Longitudinal analysis with student fixed effects, Economics of Education Review, 26, 673, 10.1016/j.econedurev.2007.10.002 Darling-Hammond, 2000, Teacher quality and student achievement: A review of state policy evidence, Educational Policy Analysis Archives, 8 Dorn, 1998, The political legacy of school accountability systems, Education Policy Analysis Archives, 6, 1, 10.14507/epaa.v6n1.1998 Figlio, 1997, Teacher salaries and teacher quality, Economics Letters, 55, 267, 10.1016/S0165-1765(97)00070-0 Finn, 2001, The enduring effects of small classes, Teachers College Record, 103, 145, 10.1111/0161-4681.00112 Goldhaber, 2000, Does teacher certification matter? High school teacher certification status and student achievement, Educational Evaluation and Policy Analysis, 22, 129, 10.3102/01623737022002129 Guarino, 2006, Teacher recruitment and retention: A review of the recent empirical literature, Review of Educational Research, 72, 173, 10.3102/00346543076002173 Hanushek, 1986, The economics of schooling: Production and efficiency in public schools, Journal of Economic Literature, 24, 1141 Hanushek, 1997, Assessing the effects of school resources on student performance: An update?, Educational Evaluation and Policy Analysis, 19, 141, 10.3102/01623737019002141 Hanushek, 1998, Conclusions and controversies about the effectiveness of school resources, FRBNY Economic Policy Review, 4, 11 Hanushek, 1999, Some findings from an independent investigation of the Tennessee STAR experiment and from other investigations of class size effects, Educational Evaluation and Policy Analysis, 21, 143, 10.3102/01623737021002143 Harris, 2011, Teacher training, teacher quality and student achievement, Journal of Public Economics, 95, 798, 10.1016/j.jpubeco.2010.11.009 Jacob, 2011, Do principals fire the worst teachers?, Educational Evaluation and Policy Analysis, 33, 403, 10.3102/0162373711414704 Jacob, 2008, Principals as agents: Subjective performance assessment in education, Journal of Labor Economics, 26, 101, 10.1086/522974 Konstantopoulos, 2010, Are teacher effects larger in small classes? Krueger, 1999, Experimental estimates of education production functions, Quarterly Journal of Economics, 114, 497, 10.1162/003355399556052 Krueger, 2003, Economic Considerations and Class Size, Economic Journal, 113, 34, 10.1111/1468-0297.00098 McCaffrey, 2004 Murnane, 1981, What do effective teachers of inner-city children have in common?, Social Science Research, 10, 83, 10.1016/0049-089X(81)90007-7 Nye, 2000, Do the disadvantaged benefit more from small classes? Evidence from the Tennessee class size experiment, American Journal of Education, 109, 1, 10.1086/444257 Nye, 2001, Are effects of small classes cumulative? Evidence from a Tennessee experiment, Journal of Educational Research, 94, 336, 10.1080/00220670109598771 Rivkin, 2005, Teachers, schools and academic achievement, Econometrica, 73, 417, 10.1111/j.1468-0262.2005.00584.x Rowan, 2002, What large-scale, survey research tells us about teacher effects on student achievement: Insights from the prospects student of elementary schools, Teachers College Record, 104, 1525, 10.1111/1467-9620.00212 Sanders, W., & Rivers, J. (1996). Cumulative and residual effects of teachers on future student. Academic achievement (Research Progress Report). University of Tennessee Value-Added Assessment Center, Knoxville, TN. Sinclair, 2008