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Revisiting the Impacts of Teachers

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  • Rothstein, J

Abstract

Chetty, Friedman, and Rockoff (2014a, 2014b) study value-added (VA) measures of teacher effectiveness. CFR (2014a) exploits teacher switching as a quasi-experiment, concluding that student sorting creates negligible bias in VA scores. CFR (2014b) finds VA scores are useful proxies for teachers’ effects on students’ long-run outcomes. I successfully reproduce each in North Carolina data. But I find that the quasi-experiment is invalid, as teacher switching is correlated with changes in student preparedness. Adjusting for this, I find moderate bias in VA scores, perhaps 10-35% as large, in variance terms, as teachers’ causal effects. Long-run results are sensitive to controls and cannot support strong conclusions.
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Suggested Citation

  • Rothstein, J, 2017. "Revisiting the Impacts of Teachers," Department of Economics, Working Paper Series qt5rz195zd, Department of Economics, Institute for Business and Economic Research, UC Berkeley.
    • Handle: RePEc:cdl:econwp:qt5rz195zd
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    Cited by:

    1. Dan Goldhaber, 2018. "Impact and Your Death Bed: Playing the Long Game," Education Finance and Policy, MIT Press, vol. 13(1), pages 1-18, Winter.
    2. Javaeria Qureshi & Ben Ost, 2019. "Does Teacher‐Family Experience Affect Test Scores?," Contemporary Economic Policy, Western Economic Association International, vol. 37(3), pages 509-523, July.
    3. Jesse Rothstein, 2017. "Measuring the Impacts of Teachers: Comment," American Economic Review, American Economic Association, vol. 107(6), pages 1656-1684, June.

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