The Persistence of Teacher-Induced Learning

Brian A. Jacob, Lars Lefgren () and David P. Sims

Journal of Human Resources, 2010, vol. 45, issue 4, 915-943

Abstract: This paper constructs a statistical model of learning that suggests a systematic way of measuring the persistence of treatment effects in education. This method is straightforward to implement, allows for comparisons across educational treatments, and can be related to intuitive benchmarks. We demonstrate the methodology using student-teacher linked administrative data for North Carolina to examine the persistence of teacher quality. We find that teacher-induced learning has low persistence, with three-quarters or more fading out within one year. Other measures of teacher quality produce similar or lower persistence estimates.

Date: 2010
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (46)

Downloads: (external link)
http://jhr.uwpress.org/cgi/reprint/45/4/915
A subscription is required to access pdf files. Pay per article is available.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:uwp:jhriss:v:45:y:2010:i:4:p:915-943

Access Statistics for this article

More articles in Journal of Human Resources from University of Wisconsin Press
Bibliographic data for series maintained by ().