<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kinsler, Josh</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Beyond Levels and Growth</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Resources</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2012-07-01 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">722-753</style></pages><doi><style  face="normal" font="default" size="100%">10.3368/jhr.47.3.722</style></doi><volume><style face="normal" font="default" size="100%">47</style></volume><issue><style face="normal" font="default" size="100%">3</style></issue><abstract><style  face="normal" font="default" size="100%">The levels and growth achievement functions make extreme and diametrically opposed assumptions about the rate at which teacher inputs persist. I first show that if these assumptions are incorrect, teacher value-added estimates can be significantly biased. I then develop a tractable, cumulative model of student achievement that allows for the joint estimation of unobserved teacher quality and its persistence. The model can accommodate varying persistence rates, student heterogeneity, and time-varying teacher attributes. I implement the proposed methodology using schooling data from North Carolina, and find that only a third of the contemporaneous teacher effect survives into the next grade.</style></abstract></record></records></xml>