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The Distribution of Teacher Quality and Implications for Policy

Author

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  • Eric A. Hanushek

    () ( Hoover Institution, Stanford University, Stanford, California 94305
    Department of Economics, University of Texas at Dallas, Richardson, Texas 75080
    National Bureau of Economic Research, Cambridge, Massachusetts 02138
    CESifo, 81679 Munich, Germany)

  • Steven G. Rivkin

    () ( Department of Economics, University of Illinois at Chicago, Chicago, Illinois 60607
    Department of Economics, University of Texas at Dallas, Richardson, Texas 75080
    National Bureau of Economic Research, Cambridge, Massachusetts 02138
    CESifo, 81679 Munich, Germany)

Abstract

It has become commonplace to measure teacher quality in terms of teacher value-added. Operationally, this means evaluating teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of which is within schools as opposed to between schools. The policy implications of these variations are dramatic. But the underlying statistical modeling has become the subject of intense research, in part because of this direct use of value-added measures in policy discussions.

Suggested Citation

  • Eric A. Hanushek & Steven G. Rivkin, 2012. "The Distribution of Teacher Quality and Implications for Policy," Annual Review of Economics, Annual Reviews, vol. 4(1), pages 131-157, July.
  • Handle: RePEc:anr:reveco:v:4:y:2012:p:131-157
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    File URL: http://www.annualreviews.org/doi/abs/10.1146/annurev-economics-080511-111001
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    More about this item

    Keywords

    teacher value-added; persistence; test measurement error; LIFO policies; economic impacts;

    JEL classification:

    • H4 - Public Economics - - Publicly Provided Goods
    • I2 - Health, Education, and Welfare - - Education
    • J4 - Labor and Demographic Economics - - Particular Labor Markets

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