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The Persistence of Teacher-Induced Learning

  • Brian A. Jacob
  • Lars Lefgren
  • David P. Sims

This paper constructs a statistical model of learning that suggests a systematic way of measuring the persistence of treatment effects in education. This method is straightforward to implement, allows for comparisons across educational treatments, and can be related to intuitive benchmarks. We demonstrate the methodology using student-teacher linked administrative data for North Carolina to examine the persistence of teacher quality. We find that teacher-induced learning has low persistence, with three-quarters or more fading out within one year. Other measures of teacher quality produce similar or lower persistence estimates.

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File URL: http://jhr.uwpress.org/cgi/reprint/45/4/915
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Article provided by University of Wisconsin Press in its journal Journal of Human Resources.

Volume (Year): 45 (2010)
Issue (Month): 4 ()
Pages: 915-943

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Handle: RePEc:uwp:jhriss:v:45:y:2010:i:4:p:915-943
Contact details of provider: Web page: http://jhr.uwpress.org/

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  1. Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series WP-02-28, Federal Reserve Bank of Chicago.
  2. Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule To Estimate The Effect Of Class Size On Scholastic Achievement," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 533-575, May.
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