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Social Sciences and Humanities

D-Index
46
Citations
10153
World Ranking
3585
National Ranking
1723

Overview

Tim R. Sass is affiliated with Georgia State University in the United States. Their research primarily situates within the social sciences, with a strong concentration on education.

Their recent scholarly contributions include works such as:

  • "Learning-Mode Choice, Student Engagement, and Achievement Growth During the COVID-19 Pandemic" (2022, AERA Open)
  • "Potential Remediation Strategies in the Wake of COVID-19 School Closures: A Review of the Literature" (2022, Counseling And Psychological Services Dissertations, Georgia State University)
  • "Student Achievement Growth During the COVID-19 Pandemic" (2022, Counseling And Psychological Services Dissertations, Georgia State University)
  • "Testing, Teacher Turnover and the Distribution of Teachers Across Grades and Schools" (2020, SSRN Electronic Journal)

The areas of study in which their publications are concentrated include:

  • Education
  • Safety Research
  • Sociology and Political Science
  • Clinical Psychology
  • Language and Linguistics

Within these fields, their work covers a range of topics, specifically:

  • School Choice and Performance
  • Parental Involvement in Education
  • Early Childhood Education and Development
  • Educational Methods and Outcomes
  • Education and Critical Thinking Development
  • Online Learning Methods and Innovations
  • Higher Education Research Studies

Tim R. Sass collaborates regularly with several co-authors, including:

  • Dillon Fuchsman
  • Gema Zamarro
  • Wes Austin
  • Dan Goldhaber
  • Eric A. Hanushek

Their publications are often found in a set of recurrent venues, demonstrating their research dissemination pattern. Frequent publication outlets include:

  • Counseling And Psychological Services Dissertations (Georgia State University)
  • SSRN Electronic Journal
  • AERA Open
  • Education Finance and Policy
  • Economic Inquiry

Best Publications

  • Teacher training, teacher quality and student achievement

    Douglas N. Harris;Tim R. Sass

  • Classroom Peer Effects and Student Achievement

    Mary A. Burke;Tim R. Sass

  • Charter Schools and Student Achievement in Florida.

    Tim R. Sass

  • The Intertemporal Variability of Teacher Effect Estimates

    Daniel F. McCaffrey;Tim R. Sass;J. R. Lockwood;Kata Mihaly

  • Charter Schools in Eight States: Effects on Achievement, Attainment, Integration, and Competition

    Ron Zimmer;Brian Gill;Kevin Booker;Stephane Lavertu

  • Value added of teachers in high-poverty schools and lower poverty schools

    Tim R. Sass;Jane Hannaway;Zeyu Xu;David N. Figlio

  • TEACHER QUALITY AND TEACHER MOBILITY

    Li Feng;Tim R. Sass

  • What makes special-education teachers special? Teacher training and achievement of students with disabilities

    Li Feng;Tim R. Sass

  • The effects of NBPTS-certified teachers on student achievement

    Douglas N. Harris;Tim R. Sass

  • Value-added models and the measurement of teacher productivity

    Tim R. Sass;Anastasia Semykina;Douglas N. Harris

  • Measuring the Effects of Municipal Zoning Regulations: A Survey

    J.M. Pogodzinski;Tim R. Sass

  • The Effects of Charter High Schools on Educational Attainment

    Kevin Booker;Tim Sass;Brian Gill;Ron Zimmer

  • The Impact of Incentives to Recruit and Retain Teachers in “Hard‐to‐Staff” Subjects

    Li Feng;Tim R. Sass

  • Value-Added Models and the Measurement of Teacher Quality

    Douglas Harris;Tim R. Sass

  • The Economic Theory of Zoning: A Critical Review

    J. Michael Pogodzinski;Tim R. Sass

  • School accountability and teacher mobility

    Li Feng;David N Figlio;Tim Sass

  • SKILLS, PRODUCTIVITY AND THE EVALUATION OF TEACHER PERFORMANCE

    Douglas N. Harris;Tim R. Sass

  • The Allocation of Resources by Voting

    Yoram Barzel;Tim R. Sass

  • The Stability of Value-Added Measures of Teacher Quality and Implications for Teacher Compensation Policy. Brief 4.

    Tim R. Sass

  • The theory and estimation of endogenous zoning

    J.M. Pogodzinski;Tim R. Sass

  • Classroom Peer Effects and Student Achievement. Working Paper 08-5.

    Mary A. Burke;Tim R. Sass

  • Value-Added Models and the Measurement of Teacher Productivity. CALDER Working Paper No. 54.

    Douglas Harris;Tim Sass;Anastasia Semykina

  • Value Added of Teachers in High-Poverty Schools and Lower-Poverty Schools. Working Paper 52.

    Tim R. Sass;Jane Hannaway;Zeyu Xu;David N. Figlio

Frequent Co-Authors

Daniel F. McCaffrey
Daniel F. McCaffrey Educational Testing Service

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