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Alternative Measures of Teachers’ Value Added and Impact on Short and Long-Term Outcomes: Evidence From Random Assignment

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  • Victor Lavy
  • Rigissa Megalokonomou

Abstract

A recent critique of using teachers’ test score value-added (TVA) is that teacher quality is multifaceted; some teachers are effective in raising test scores, others are effective in improving long-term outcomes. This paper exploits an institutional setting where high school teachers are randomly assigned to classes to compute multiple long-run TVA measures based on university schooling outcomes and high school behavior. We find substantial correlations between test scores and long-run TVA but zero correlations between these two TVA measures and behavior TVA. We find that short-term test-score TVA and long-run TVA are highly correlated and equally good predictors of long-term outcomes.

Suggested Citation

  • Victor Lavy & Rigissa Megalokonomou, 2024. "Alternative Measures of Teachers’ Value Added and Impact on Short and Long-Term Outcomes: Evidence From Random Assignment," NBER Working Papers 32671, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:32671
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    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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