Alternative Measures of Teachers’ Value Added and Impact on Short and Long-Term Outcomes: Evidence from Random Assignment
Victor Lavy and
Rigissa Megalokonomou
No 11216, CESifo Working Paper Series from CESifo
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.
Keywords: teacher quality; quasi-experimental random assignment; university quality; choice of university study; panel information on teachers; teacher value added (search for similar items in EconPapers)
JEL-codes: I24 J16 J21 J24 (search for similar items in EconPapers)
Date: 2024
New Economics Papers: this item is included in nep-edu, nep-lma and nep-ure
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https://www.cesifo.org/DocDL/cesifo1_wp11216.pdf (application/pdf)
Related works:
Working Paper: Alternative Measures of Teachers' Value Added and Impact on Short and Long-Term Outcomes: Evidence from Random Assignment (2024) 
Working Paper: Alternative Measures of Teachers’ Value Added and Impact on Short and Long-Term Outcomes: Evidence From Random Assignment (2024) 
Working Paper: Alternative Measures of Teachers’ Value Added and Impact on Short and Long-Term Outcomes: Evidence From Random Assignment (2024) 
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Persistent link: https://EconPapers.repec.org/RePEc:ces:ceswps:_11216
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