Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors

• 成果类型: Article
• 署名作者: Carrell, Scott E.; West, James E.
• 署名单位: University of California System; University of California Davis; National Bureau of Economic Research; United States Department of Defense; United States Air Force; United States Air Force Academy
• 刊物名称: JOURNAL OF POLITICAL ECONOMY
• ISSN/ISSBN: 0022-3808
• DOI: 10.1086/653808
• 发表日期: 2010
• 页码: 409-432
• 关键词: Teacher quality; achievement; schools; IMPACT; RACE

摘要

In primary and secondary education, measures of teacher quality are often based on contemporaneous student performance on standardized achievement tests. In the postsecondary environment, scores on student evaluations of professors are typically used to measure teaching quality. We possess unique data that allow us to measure relative student performance in mandatory follow-on classes. We compare metrics that capture these three different notions of instructional quality and present evidence that professors who excel at promoting contemporaneous student achievement teach in ways that improve their student evaluations but harm the follow-on achievement of their students in more advanced classes.