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Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood

Author

Listed:
  • Raj Chetty
  • John N. Friedman
  • Jonah E. Rockoff

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.

Suggested Citation

  • Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2014. "Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood," American Economic Review, American Economic Association, vol. 104(9), pages 2633-2679, September.
    • Handle: RePEc:aea:aecrev:v:104:y:2014:i:9:p:2633-79
    Note: DOI: 10.1257/aer.104.9.2633
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    More about this item

    JEL classification:

    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets

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    1. Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood (AER 2014) in ReplicationWiki

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