By Max Ehrenfreund | The Washington Post Now, that finding has come under renewed criticism in a new working paper from Jesse Rothstein, an economist at the University of California, Berkeley, who has long argued that students' standardized test scores might not consistently be a reliable measure of teacher competence. Rothstein argues that existing research -- and the politicians and school board officials who rely on it -- may be underestimating how often teachers who are seen as particularly skilled actually are just assigned good students, or seek them out, rather than making a difference in test scores themselves. - Read More |
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