The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes In Adulthood
Raj Chetty, John N. Friedman, and Jonah E. Rockoff | National Bureau of Economic Research | December 2011
This study examines the question of whether teachers’ impact on students’ test scores (known as the “value added” model) is an accurate measure of teacher quality. Researchers analyze school district data spanning 20 years for more than 2.5 million students. The study shows that teachers have significant impact on student learning in all grades from four through eight, and that students assigned to high-value-added teachers are more likely to enroll in postsecondary education, attend higher-ranked colleges, earn higher salaries, live in higher socioeconomic status neighborhoods, save more for retirement, and are less likely to have children as teenagers. Based on this research, the report concludes that effective teachers create substantial economic value (for example, replacing a teacher whose value-added is in the bottom five percent with an average teacher would increase the present value of a classroom of students lifetime income by more than $250,000) and that test score results are helpful in identifying such teachers.
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