An Empirical Analysis of Teacher Spillover Effects in Secondary School

29 Pages Posted: 31 Aug 2008 Last revised: 6 Sep 2021

See all articles by Cory Koedel

Cory Koedel

University of Missouri - Economics

Date Written: February 2009


This paper examines whether educational production in secondary school involves joint production among teachers across subjects. In doing so, it also provides insights into the reliability of value-added modeling. Teacher value-added to reading test scores is estimated for four different teacher types: English, math, science and social studies. While the initial results indicate that reading output is jointly produced by math and English teachers, post-estimation falsification tests debunk the math-teacher effects - that is, there is in fact no evidence of joint production in secondary school. The results offer a mixed review of the value-added methodology, suggesting that it may be useful in some contexts but not others.

Keywords: teacher quality, value-added, value-added reliability, secondary school teachers

JEL Classification: I20, I21

Suggested Citation

Koedel, Cory, An Empirical Analysis of Teacher Spillover Effects in Secondary School (February 2009). Available at SSRN: or

Cory Koedel (Contact Author)

University of Missouri - Economics ( email )

118 Professional Building
Columbia, MO 65211
United States

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