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Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina

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  • C. Kirabo Jackson

Abstract

This paper presents a model where teacher effects on long-run outcomes reflect effects on both cognitive skills (measured by test-scores) and non-cognitive skills (measured by non-test-score outcomes). Teachers have causal effects on certain non-cognitive skills not measured by testing, but reflected in absences, suspensions, grades, and on-time grade progression. Measuring teacher effects on a weighted average of these non-test score outcomes (a proxy for non-cognitive skills) predicts effects on dropout, SAT-taking, and college plans—above and beyond their effects on test scores. Accordingly, test scores alone fail to identify many excellent teachers and may understate the long-run importance of teachers.

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Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 18624.

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Date of creation: Dec 2012
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Handle: RePEc:nbr:nberwo:18624

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Cited by:
  1. Heckman, James J. & Kautz, Tim, 2013. "Fostering and Measuring Skills: Interventions That Improve Character and Cognition," IZA Discussion Papers 7750, Institute for the Study of Labor (IZA).
  2. David J. Deming, 2014. "Using School Choice Lotteries to Test Measures of School Effectiveness," NBER Working Papers 19803, National Bureau of Economic Research, Inc.
  3. Goldhaber, Dan & Cowan, James & Walch, Joe, 2013. "Is a good elementary teacher always good? Assessing teacher performance estimates across subjects," Economics of Education Review, Elsevier, vol. 36(C), pages 216-228.
  4. C. Kirabo Jackson & Rucker Johnson & Claudia Persico, 2014. "The Effect of School Finance Reforms on the Distribution of Spending, Academic Achievement, and Adult Outcomes," NBER Working Papers 20118, National Bureau of Economic Research, Inc.

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