The American economic review, 2014-09, Vol.104 (9), p.2633-2679
2014
Details
- Autor(en) / Beteiligte
- Titel
- Measuring the impacts of teachers, [part] II: teacher value-added and student outcomes in adulthood
- Ist Teil von
- The American economic review, 2014-09, Vol.104 (9), p.2633-2679
- Ort / Verlag
- Nashville: American Economic Association
- Erscheinungsjahr
- 2014
- Link zum Volltext
- Quelle
- EBSCOhost Business Source Ultimate
- Beschreibungen/Notizen
- 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 student's lifetime income by approximately $250,000 per classroom.
- Sprache
- Englisch
- Identifikatoren
- ISSN: 0002-8282eISSN: 1944-7981DOI: 10.1257/aer.104.9.2633Titel-ID: cdi_proquest_miscellaneous_1586105937
- Format
- –
- Schlagworte
- Adulthood, Age, Bildungsertrag, Bildungsniveau, College attendance, College students, Dienstleistung, Earnings, Economic models, Economic statistics, Economic theory, Education policy, Educational evaluation, English teachers, Estimates, Experimental methods, Lehrer, Outcomes of education, Parents, Present value, Quality control, Quality of education, Qualität, School year, Schätzung, Social policy, Standard deviation, Students, Studies, Teacher effectiveness, Teachers, Teaching, Test scores, U.S.A, USA, Wirkungsanalyse