Alternative Measures of Teachers’ Value Added and Impact on Short and Long-Term Outcomes: Evidence from Random Assignment
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 exploits 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.
Year of publication: |
2024
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Authors: | Lavy, Victor ; Megalokonomou, Rigissa |
Publisher: |
Munich : CESifo GmbH |
Subject: | teacher quality | quasi-experimental random assignment | university quality | choice of university study | panel information on teachers | teacher value added |
Saved in:
freely available
Series: | CESifo Working Paper ; 11216 |
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Type of publication: | Book / Working Paper |
Type of publication (narrower categories): | Working Paper |
Language: | English |
Other identifiers: | 1896565298 [GVK] RePec:ces:ceswps:_11216 [RePEc] |
Classification: | J24 - Human Capital; Skills; Occupational Choice; Labor Productivity ; J21 - Labor Force and Employment, Size, and Structure ; J16 - Economics of Gender ; i24 |
Source: |
Persistent link: https://www.econbiz.de/10015047205