Estimating Teacher Quality: Comparing Objective and Subjective Measures

Mira G. Potter-Schwartz ()
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Mira G. Potter-Schwartz: University of Pennsylvania

Atlantic Economic Journal, 2022, vol. 50, issue 3, No 6, 159-170

Abstract: Abstract Teacher quality is widely considered to be an important contributor towards student academic success. However, there is no universally agreed upon method to measure teacher quality and, often, different measures of teacher quality reveal different information about teachers. This paper examines the academic achievement of Mexican sixth grade students utilizing data from surveys administered to students, teachers, and parents, to assess measures of teacher quality. Two different methods of measuring teacher quality, subjective student evaluations of teachers and objective value-added estimates of teachers’ contribution to students’ academic performance, are identified and compared. The subjective measure of teacher quality is estimated based on student responses to questions about their teachers’ behaviors. The objective measure estimates the change in students’ standardized test scores across two consecutive years that can be attributed to their teachers. Estimates of the relationship between subjective and objective measures of teacher quality indicate that the measures capture similar information, but that discrepancies between the measures also exist. The analysis provides support for comprehensive student and value-added evaluations of teachers.

Keywords: Education; Teacher evaluations; Value-added models; Academic achievement; I20 (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1007/s11293-022-09759-0

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