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ERIC Number: ED503116
Record Type: Non-Journal
Publication Date: 2008-Oct
Pages: N/A
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher Quality in Educational Production. Tracking, Decay, and Student Achievement. NBER Working Paper No. 14442
Rothstein, Jesse
National Bureau of Economic Research
Growing concerns over the achievement of U.S. students have led to proposals to reward good teachers and penalize (or fire) bad ones. The leading method for assessing teacher quality is "value added" modeling (VAM), which decomposes students' test scores into components attributed to student heterogeneity and to teacher quality. Implicit in the VAM approach are strong assumptions about the nature of the educational production function and the assignment of students to classrooms. In this paper, I develop falsification tests for three widely used VAM specifications, based on the idea that future teachers cannot influence students' past achievement. In data from North Carolina, each of the VAMs' exclusion restrictions are dramatically violated. In particular, these models indicate large "effects" of 5th grade teachers on 4th grade test score gains. I also find that conventional measures of individual teachers' value added fade out very quickly and are at best weakly related to long-run effects.
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org/cgi-bin/get_bars.pl?bar=pub
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Bureau of Economic Research
Identifiers - Location: North Carolina
IES Funded: Yes
Grant or Contract Numbers: R305A080560