Showing 1 - 10 of 1,164
Are teachersʼ impacts on studentsʼ test scores ("value-added") a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachersʼ causal impacts on student achievement. We test for bias...
Persistent link: https://www.econbiz.de/10013076186
We estimate the impact of charter schools on early-life labor market outcomes using administrative data from Texas. We find that, at the mean, charter schools have no impact on test scores and a negative impact on earnings. No Excuses charter schools increase test scores and four-year college...
Persistent link: https://www.econbiz.de/10012985206
This paper extends the traditional test-score value-added model of teacher quality to allow for the possibility that teachers affect a variety of student outcomes through their effects on both students' cognitive and noncognitive skill. Results show that teachers have effects on skills not...
Persistent link: https://www.econbiz.de/10012992655
In a widely cited study, Chetty, Friedman, and Rockoff (2014a; hereafter CFR) evaluate the degree of bias in teacher value-added estimates using a novel "teacher switching" research design with data from New York City. They conclude that there is little to no bias in their estimates. Using the same...
Persistent link: https://www.econbiz.de/10013044353
The Mincer earnings function is the cornerstone of a large literature in empirical economics. This paper discusses the theoretical foundations of the Mincer model and examines the empirical support for it using data from Decennial Censuses and Current Population Surveys. While data from 1940 and...
Persistent link: https://www.econbiz.de/10013248669
There are three primary measures of teaching performance: student test-based measures (i.e., value added), classroom observations, and student surveys. Although all three types of measures could be biased by unmeasured traits of the students in teachers' classrooms, prior research has largely...
Persistent link: https://www.econbiz.de/10012954918
This paper develops a theoretical model that relates changes in educational inequality to the combined effects of innovations that have increased the relative demand for more educated labor and innovations that have increased ability premiums. Under the assumption that in the long run individual...
Persistent link: https://www.econbiz.de/10013224925
With few exceptions, empirical research investigating the possibility of heterogeneous benefits of class size reduction lacks a conceptual framework about specific dimensions of potential heterogeneity. In this paper we develop a model of education production that incorporates disruption and...
Persistent link: https://www.econbiz.de/10013146943
High-performing charter schools can significantly increase the test scores of poor urban students. It is unclear whether these test score gains translate into improved outcomes later in life. We estimate the effects of high-performing charter schools on human capital, risky behaviors, and health...
Persistent link: https://www.econbiz.de/10013073943
We study the impact of accountability pressure in Texas public high schools in the 1990s on postsecondary attainment and earnings, using administrative data from the Texas Schools Project (TSP). Schools respond to the risk of being rated Low-Performing by increasing student achievement on...
Persistent link: https://www.econbiz.de/10013075866