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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Generalizations about Using Value-Added Measures of Teacher Quality
Eric A. Hanushek, Steven G. Rivkin
American Economic Review (2010) Vol. 100, Iss. 2, pp. 267-271
Closed Access | Times Cited: 732

Showing 26-50 of 732 citing articles:

Assessing the effect of school days and absences on test score performance
Esteban Aucejo, Teresa Romano
Economics of Education Review (2016) Vol. 55, pp. 70-87
Open Access | Times Cited: 177
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools
Neena Banerjee, Elizabeth Stearns, Stephanie Möller, et al.
American Journal of Education (2016) Vol. 123, Iss. 2, pp. 203-241
Closed Access | Times Cited: 172
Beyond Academic Learning

OECD eBooks (2021)
Open Access | Times Cited: 149
Exploring teachers’ experiences within the teacher evaluation process: A qualitative multi-case study
Sana Butti Al Maktoum, Ahmed M. Al Kaabi
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 17
It's easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness
Matthew M. Chingos, Paul E. Peterson
Economics of Education Review (2010) Vol. 30, Iss. 3, pp. 449-465
Closed Access | Times Cited: 231
Identifying Effective Classroom Practices Using Student Achievement Data
Thomas J. Kane, Eric Taylor, John H. Tyler, et al.
(2010)
Open Access | Times Cited: 201
Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School
Christopher Cornwell, David B. Mustard, Jessica Van Parys
The Journal of Human Resources (2013) Vol. 48, Iss. 1, pp. 236-264
Open Access | Times Cited: 189
Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts
Xiaoxia A. Newton, Linda Darling‐Hammond, Edward H. Haertel, et al.
Education Policy Analysis Archives (2010) Vol. 18, pp. 23-23
Open Access | Times Cited: 173
Make Room Value Added
Ellen Goldring, Jason A. Grissom, Mollie Rubin, et al.
Educational Researcher (2015) Vol. 44, Iss. 2, pp. 96-104
Closed Access | Times Cited: 168
Dynamic effects of teacher turnover on the quality of instruction
Eric A. Hanushek, Steven G. Rivkin, Jeffrey C. Schiman
Economics of Education Review (2016) Vol. 55, pp. 132-148
Open Access | Times Cited: 167
Why expert performance is special and cannot be extrapolated from studies of performance in the general population: A response to criticisms
K. Anders Ericsson
Intelligence (2013) Vol. 45, pp. 81-103
Closed Access | Times Cited: 166
How much do educational outcomes matter in OECD countries?
Eric A. Hanushek, Ludger Woessmann
Economic Policy (2011) Vol. 26, Iss. 67, pp. 427-491
Open Access | Times Cited: 165
The Long-Run Impacts of Same-Race Teachers
Seth Gershenson, Cassandra M. D. Hart, Constance A. Lindsay, et al.
SSRN Electronic Journal (2017)
Open Access | Times Cited: 165
Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England*
Helen Slater, Neil M Davies, Simon Burgess
Oxford Bulletin of Economics and Statistics (2011) Vol. 74, Iss. 5, pp. 629-645
Closed Access | Times Cited: 158
How Teacher Evaluation Methods Matter for Accountability
Douglas N. Harris, W. Kyle Ingle, Stacey A. Rutledge
American Educational Research Journal (2014) Vol. 51, Iss. 1, pp. 73-112
Closed Access | Times Cited: 150
Teacher–child relationships and academic achievement: A multilevel propensity score model approach
Meghan P. McCormick, Erin O’Connor, Elise Cappella, et al.
Journal of School Psychology (2013) Vol. 51, Iss. 5, pp. 611-624
Closed Access | Times Cited: 149
The economic case for education
Ludger Woessmann
Education Economics (2015) Vol. 24, Iss. 1, pp. 3-32
Closed Access | Times Cited: 146
I Think (I Am Doing Well), Therefore I Am: Assessing the Validity of Administrators' Self-Assessments of Performance
Kenneth J. Meier, Laurence J. O’Toole
International Public Management Journal (2013) Vol. 16, Iss. 1, pp. 1-27
Closed Access | Times Cited: 146
Teacher Evaluation Policy and Conflicting Theories of Motivation
William A. Firestone
Educational Researcher (2014) Vol. 43, Iss. 2, pp. 100-107
Closed Access | Times Cited: 142
Teacher Expectations Matter
Nicholas Papageorge, Seth Gershenson, Kyung Min Kang
The Review of Economics and Statistics (2019) Vol. 102, Iss. 2, pp. 234-251
Open Access | Times Cited: 132
Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools
Jonah E. Rockoff, Douglas O. Staiger, Thomas J. Kane, et al.
American Economic Review (2012) Vol. 102, Iss. 7, pp. 3184-3213
Closed Access | Times Cited: 131
Worker Absence and Productivity: Evidence from Teaching
Mariesa Herrmann, Jonah E. Rockoff
Journal of Labor Economics (2012) Vol. 30, Iss. 4, pp. 749-782
Closed Access | Times Cited: 128
Cross-country evidence on teacher performance pay
Ludger Woessmann
Economics of Education Review (2010) Vol. 30, Iss. 3, pp. 404-418
Open Access | Times Cited: 127
The Value of Smarter Teachers
Eric A. Hanushek, Marc Piopiunik, Simon Wiederhold
The Journal of Human Resources (2019) Vol. 54, Iss. 4, pp. 857-899
Open Access | Times Cited: 123
Cognitive Skills, Student Achievement Tests, and Schools
Amy S. Finn, Matthew A. Kraft, Martin R. West, et al.
Psychological Science (2014) Vol. 25, Iss. 3, pp. 736-744
Open Access | Times Cited: 122

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