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Measuring teacher non-cognitive skills and its impact on students: Insight from the Measures of Effective Teaching Longitudinal Database

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  • Cheng, Albert
  • Zamarro, Gema

Abstract

Despite research showing labor-market returns to non-cognitive skills, we lack research on how teachers’ noncognitive skills relate to other available measures of teacher quality and student outcomes because datasets typically do not contain explicit measures of these skills. We overcome this limitation by validating several performance-task measures of teacher conscientiousness based upon the effort that teachers exert while completing a survey. We conduct our analysis using the Measures of Effective Teaching Longitudinal Database where teachers were randomly assigned to their classrooms in the second year of the study. We overcome issues of non-compliance by exploiting the random assignment in an instrumental variables approach to estimate the causal impacts of teachers on their students’ outcomes during the second year of the MET project. We find suggestive evidence that measures of teacher survey effort capture important dimensions of teacher quality. These measures present small but significant correlations with classroom-observation measures and principal ratings of teacher quality and are predictive of student cognitive and non-cognitive outcomes. Moreover, survey-effort measures capture teacher effects on students that are not necessarily captured by other available measures of teacher quality.

Suggested Citation

  • Cheng, Albert & Zamarro, Gema, 2018. "Measuring teacher non-cognitive skills and its impact on students: Insight from the Measures of Effective Teaching Longitudinal Database," Economics of Education Review, Elsevier, vol. 64(C), pages 251-260.
    • Handle: RePEc:eee:ecoedu:v:64:y:2018:i:c:p:251-260
    DOI: 10.1016/j.econedurev.2018.03.001
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    Cited by:

    1. Fuchsman, Dillon & McGee, Josh B. & Zamarro, Gema, 2023. "Teachers’ willingness to pay for retirement benefits: A national stated preferences experiment," Economics of Education Review, Elsevier, vol. 92(C).
    2. Philip Sirinides & Abigail Gray, 2022. "Dexterity, Deliberateness, And Disposition: An Investigation of Instructional Strength for Early Literacy," Journal of Education and Training Studies, Redfame publishing, vol. 10(1), pages 26-37, January.
    3. Anna Bussu & Dimitri Paolini & Manuela Pulina & Giuseppe Zanzurino, 2023. "From Choice to Performance in Secondary Schools: Evidence from a Disadvantaged Setting in Italy," Italian Economic Journal: A Continuation of Rivista Italiana degli Economisti and Giornale degli Economisti, Springer;Società Italiana degli Economisti (Italian Economic Association), vol. 9(2), pages 529-555, July.
    4. Gema Zamarro & Malachi Nichols & Angela L Duckworth & Sidney K D’Mello, 2020. "Validation of survey effort measures of grit and self-control in a sample of high school students," PLOS ONE, Public Library of Science, vol. 15(7), pages 1-16, July.

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    More about this item

    Keywords

    Non-cognitive skills; Conscientiousness; Teacher quality;
    All these keywords.

    JEL classification:

    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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