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

Victor Lavy and Rigissa Megalokonomou ()
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Rigissa Megalokonomou: Department of Economics, Monash University, University of Queensland, CESifo, and IZA

No 2024-12, Monash Economics Working Papers from Monash University, Department of Economics

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 ex-ploits 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 (search for similar items in EconPapers)
JEL-codes: I24 J16 J21 J24 (search for similar items in EconPapers)
Date: 2024-07
New Economics Papers: this item is included in nep-ure
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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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