Cite
HARVARD Citation
Kurtz, M. (2018). Value-Added and Student Growth Percentile Models: What Drives Differences in Estimated Classroom Effects?. Statistics and public policy. 5 (1), pp. 1-8. [Online].
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Kurtz, M. (2018). Value-Added and Student Growth Percentile Models: What Drives Differences in Estimated Classroom Effects?. Statistics and public policy. 5 (1), pp. 1-8. [Online].