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Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood [1]
['Chetty', 'Harvard U', 'Friedman', 'John N.', 'Rockoff', 'Jonah E.', 'Columbia U', 'Raj Chetty', 'John N. Friedman', 'Jonah E. Rockoff']
Date: 2014-09-13
Abstract Are teachers' impacts on students' test scores ("value-added") a good measure of their quality? This question has sparked debate partly because of a lack of evidence on whether high value-added (VA) teachers improve students' long-term outcomes. Using school district and tax records for more than one million children, we find that students assigned to high-VA teachers are more likely to attend college, earn higher salaries, and are less likely to have children as teenagers. Replacing a teacher whose VA is in the bottom 5% with an average teacher would increase the present value of students' lifetime income by approximately $250,000 per classroom.
Citation Chetty, Raj, John N. Friedman, and Jonah E. Rockoff. 2014. "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood." American Economic Review , 104 (9): 2633-79 . DOI: 10.1257/aer.104.9.2633 Choose Format: BibTeX EndNote Refer/BibIX RIS Tab-Delimited
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[1] Url:
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