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How Do School Peers Influence Student Educational Outcomes? Theory and Evidence From Economics and Other Social Sciences


by Douglas N. Harris - 2010


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Cite This Article as: Teachers College Record Volume 112 Number 4, 2010, p. 1163-1197
https://www.tcrecord.org ID Number: 15663, Date Accessed: 10/20/2019 5:56:15 AM
 
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About the Author
  • Douglas Harris
    University of Wisconsin at Madison
    E-mail Author
    DOUGLAS N. HARRIS is an economist and associate professor of educational policy studies at the University of Wisconsin at Madison. His research interests include teacher quality, accountability, school choice, and achievement gaps. His work on test-based accountability, peer effects, and “high flying schools” have influenced recent policy debates about the reauthorization of NCLB and other efforts to reduce achievement gaps. He chaired the National Conferences on Value-Added, held in Madison, Wisconsin, and Washington DC in 2008, which examined ways of estimating teachers’ contributions to student achievement, and potential uses and misuses for these measures in accountability and school improvement efforts. The two events and commissioned papers were funded by the Joyce and Spencer Foundations and the Carnegie Corporation. He has also recently led several projects investigating the relationship among teacher value-added, teacher credentials, and principals’ evaluations of teachers. In addition to his academic research, he is also a consultant and advisor to policy makers and educational organizations such as Educational Testing Service, National Academy of Sciences, National Council of State Legislatures, the Albert Shanker Institute, the U.S. Department of Education (USDOE), and state education agencies.
 
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