What Do Test Scores Miss? The Importance of Teacher Effects on Non-Test Score Outcomes

• 成果类型: Article
• 署名作者: Jackson, C. Kirabo
• 署名单位: Northwestern University; National Bureau of Economic Research
• 刊物名称: JOURNAL OF POLITICAL ECONOMY
• ISSN/ISSBN: 0022-3808
• DOI: 10.1086/699018
• 发表日期: 2018
• 页码: 2072-2107
• 关键词: quality; schools; matter; skills; personality; TECHNOLOGY; students; impacts; GENDER; RACE

摘要

Teachers affect a variety of student outcomes through their influence on both cognitive and noncognitive skill. I proxy for students' noncognitive skill using non-test score behaviors. These behaviors include absences, suspensions, course grades, and grade repetition in ninth grade. Teacher effects on test scores and those on behaviors are weakly correlated. Teacher effects on behaviors predict larger impacts on high school completion and other longer-run outcomes than their effects on test scores. Relative to using only test score measures, using effects on both test score and noncognitive measures more than doubles the variance of predictable teacher impacts on longer-run outcomes.