Articles with public access mandates - Jim WyckoffLearn more
Not available anywhere: 1
Policies to improve teacher quality
V Katz, J Wyckoff
International handbook of teacher quality and policy, 97-113, 2017
Mandates: US Institute of Education Sciences
Available somewhere: 24
Incentives, selection, and teacher performance: Evidence from IMPACT
TS Dee, J Wyckoff
Journal of Policy Analysis and Management 34 (2), 267-297, 2015
Mandates: US Institute of Education Sciences
Teacher turnover, teacher quality, and student achievement in DCPS
M Adnot, T Dee, V Katz, J Wyckoff
Educational Evaluation and Policy Analysis 39 (1), 54-76, 2017
Mandates: US Institute of Education Sciences
Do first impressions matter? Predicting early career teacher effectiveness
A Atteberry, S Loeb, J Wyckoff
AERA Open 1 (4), 2332858415607834, 2015
Mandates: US Institute of Education Sciences
Teacher Churning Wiithin Schools:Impacts on Student Achievement
A Atteberry, S Loeb, J Wyckoff
Educational Evaluation and Policy Analysis, 2016
Mandates: US Institute of Education Sciences
Different skills? Identifying differentially effective teachers of English language learners
B Master, S Loeb, C Whitney, J Wyckoff
The Elementary School Journal 117 (2), 261-284, 2016
Mandates: US Institute of Education Sciences, US Department of Education
Who enters teaching? Encouraging evidence that the status of teaching is improving
H Lankford, S Loeb, A McEachin, LC Miller, J Wyckoff
Educational Researcher 43 (9), 444-453, 2014
Mandates: US Institute of Education Sciences
Performance screens for school improvement: The case of teacher tenure reform in New York City
S Loeb, LC Miller, J Wyckoff
Educational researcher 44 (4), 199-212, 2015
Mandates: US Institute of Education Sciences
Is effective teacher evaluation sustainable? Evidence from District of Columbia Public Schools
TS Dee, J James, J Wyckoff
Education Finance and Policy 16 (2), 313-346, 2021
Mandates: US Institute of Education Sciences
Teacher evaluation and teacher turnover in equilibrium: Evidence from DC public schools
J James, JH Wyckoff
AERA Open 6 (2), 2332858420932235, 2020
Mandates: US Institute of Education Sciences
More than content: The persistent cross-subject effects of English language arts teachers’ instruction
B Master, S Loeb, J Wyckoff
Educational Evaluation and Policy Analysis 39 (3), 429-447, 2017
Mandates: US Institute of Education Sciences
Policy implementation, principal agency, and strategic action: Improving teaching effectiveness in New York City middle schools
J Cohen, S Loeb, LC Miller, JH Wyckoff
Educational Evaluation and Policy Analysis 42 (1), 134-160, 2020
Mandates: US Institute of Education Sciences
Racial and socioeconomic disparities in the relationship between children’s early literacy skills and third-grade outcomes: Lessons from a kindergarten readiness assessment
WA Herring, D Bassok, AS McGinty, LC Miller, JH Wyckoff
Educational Researcher 51 (7), 441-450, 2022
Mandates: US Institute of Education Sciences, US Department of Education
impact
CME Die
Mandates: National Natural Science Foundation of China
Fostering faculty diversity by supporting access to graduate study in education
L Henderson, BR Silver, L Booren, SE Rimm-Kaufman, J Wyckoff
Journal of College Student Development 61 (5), 663-666, 2020
Mandates: US Institute of Education Sciences, US Department of Education
Learning That Lasts: Unpacking Variation in Teachers' Effects on Students' Long-Term Knowledge. Working Paper 104.
B Master, S Loeb, J Wyckoff
National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2014
Mandates: US Institute of Education Sciences
High Rates of Within-School Teacher Reassignments and Implications for Student Achievement. Working Paper 151.
A Atteberry, S Loeb, J Wyckoff
National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2016
Mandates: US Institute of Education Sciences
Incentives, Selection, and Teacher Performance: Evidence from IMPACT. Working Paper 102.
TS Dee, J Wyckoff
National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2013
Mandates: US Institute of Education Sciences
Is Effective Teacher Evaluation Sustainable? Evidence from DCPS. CEPA Working Paper No. 19-09.
TS Dee, J James, J Wyckoff
Stanford Center for Education Policy Analysis, 2019
Mandates: US Institute of Education Sciences
Teacher Evaluation and Teacher Turnover, New Evidence from District of Columbia Public Schools
J James, J Wyckoff
Mandates: US Institute of Education Sciences
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