Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates

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Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates

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Title: Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates
Author: Chetty, Nadarajan; Friedman, John; Rockoff, Jonah E.

Note: Order does not necessarily reflect citation order of authors.

Citation: Chetty, Raj, John N. Friedman, and Jonah E. Rockoff. 2014. Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates. American Economic Review 104, no. 9: 2593–2632. doi:10.1257/aer.104.9.2593.
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Abstract: Are teachers' impacts on students' 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 teachers' causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a student's prior test scores exhibit little bias in forecasting teachers' impacts on student achievement.
Published Version: doi:10.1257/aer.104.9.2593
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:30749073
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