Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood
AbstractAre 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 who raise students' test scores 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 in primary school 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.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 19424.
Date of creation: Sep 2013
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- H0 - Public Economics - - General
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-09-28 (All new papers)
- NEP-EDU-2013-09-28 (Education)
- NEP-URE-2013-09-28 (Urban & Real Estate Economics)
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- Raj Chetty & Nathaniel Hendren & Patrick Kline & Emmanuel Saez, 2014. "Where is the Land of Opportunity? The Geography of Intergenerational Mobility in the United States," NBER Working Papers 19843, National Bureau of Economic Research, Inc.
- Karthik Muralidharan & Venkatesh Sundararaman, 2013. "Contract Teachers: Experimental Evidence from India," NBER Working Papers 19440, National Bureau of Economic Research, Inc.
- Elizabeth U. Cascio & Diane Whitmore Schanzenbach, 2013. "The Impacts of Expanding Access to High-Quality Preschool Education," NBER Working Papers 19735, National Bureau of Economic Research, Inc.
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