Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina
AbstractThis 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 InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 18624.
Date of creation: Dec 2012
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- H0 - Public Economics - - General
- I2 - Health, Education, and Welfare - - Education
- J0 - Labor and Demographic Economics - - General
This paper has been announced in the following NEP Reports:
- NEP-ALL-2012-12-22 (All new papers)
- NEP-EDU-2012-12-22 (Education)
- NEP-LAB-2012-12-22 (Labour Economics)
- NEP-URE-2012-12-22 (Urban & Real Estate Economics)
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- James Heckman & Tim Kautz, 2013.
"Fostering and Measuring Skills: Interventions That Improve Character and Cognition,"
2013-019, Human Capital and Economic Opportunity Working Group.
- James J. Heckman & Tim Kautz, 2013. "Fostering and Measuring Skills: Interventions That Improve Character and Cognition," NBER Working Papers 19656, National Bureau of Economic Research, Inc.
- 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).
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