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What Do Test Scores Miss? The Importance of Teacher Effects on Non-Test Score Outcomes

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  • C. Kirabo Jackson

Abstract

This paper extends the traditional test-score value-added model of teacher quality to allow for the possibility that teachers affect a variety of student outcomes through their effects on both students’ cognitive and noncognitive skill. Results show that teachers have effects on skills not measured by test-scores, but reflected in absences, suspensions, course grades, and on-time grade progression. Teacher effects on these non-test-score outcomes in 9th grade predict effects on high-school completion and predictors of college-going—above and beyond their effects on test scores. Relative to using only test-score measures of teacher quality, including both test-score and non-test-score measures more than doubles the predictable variability of teacher effects on these longer-run outcomes.

Suggested Citation

  • C. Kirabo Jackson, 2016. "What Do Test Scores Miss? The Importance of Teacher Effects on Non-Test Score Outcomes," NBER Working Papers 22226, National Bureau of Economic Research, Inc.
  • Handle: RePEc:nbr:nberwo:22226
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    Cited by:

    1. repec:eee:ecoedu:v:64:y:2018:i:c:p:251-260 is not listed on IDEAS
    2. C. Kirabo Jackson & Alexey Makarin, 2016. "Can Online Off-The-Shelf Lessons Improve Student Outcomes? Evidence from A Field Experiment," NBER Working Papers 22398, National Bureau of Economic Research, Inc.

    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J00 - Labor and Demographic Economics - - General - - - General

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