Revisiting the Impacts of Teachers
Jesse Rothstein ()
Institute for Research on Labor and Employment, Working Paper Series from Institute of Industrial Relations, UC Berkeley
Chetty, Friedman, and Rockoff (2014a, 2014b) study value-added (VA) measures of teacher effectiveness. CFR (2014a) exploits teacher switching as a quasi-experiment, concluding that student sorting creates negligible bias in VA scores. CFR (2014b) finds VA scores are useful proxies for teachers’ effects on students’ long-run outcomes. I successfully reproduce each in North Carolina data. But I find that the quasi-experiment is invalid, as teacher switching is correlated with changes in student preparedness. Adjusting for this, I find moderate bias in VA scores, perhaps 10-35% as large, in variance terms, as teachers’ causal effects. Long-run results are sensitive to controls and cannot support strong conclusions.
Keywords: Social and Behavioral Sciences; impacts; teachers; revisiting (search for similar items in EconPapers)
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