Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood

• 成果类型: Article
• 署名作者: Chetty, Raj; Friedman, John N.; Rockoff, Jonah E.
• 署名单位: Harvard University; Harvard University; Columbia University
• 刊物名称: AMERICAN ECONOMIC REVIEW
• ISSN/ISSBN: 0002-8282
• DOI: 10.1257/aer.104.9.2633
• 发表日期: 2014
• 页码: 2633-2679
• 关键词: achievement; schools; intervention; QUALITY

摘要

Are teachers' impacts on students' test scores (value-added) a good measure of their quality? This question has sparked debate partly because of a lack of evidence on whether high value-added (VA) teachers improve students' long-term outcomes. Using school district and tax records for more than one million children, we find that students assigned to high-VA teachers are more likely to attend college, earn higher salaries, and are less likely to have children as teenagers. Replacing a teacher whose VA is in the bottom 5 percent with an average teacher would increase the present value of students' lifetime income by approximately $250,000 per classroom.