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ERIC Number: ED528376
Record Type: Non-Journal
Publication Date: 2012-Jan
Pages: N/A
Abstractor: As Provided
Do High-School Teachers Really Matter? NBER Working Paper No. 17722
Jackson, C. Kirabo
National Bureau of Economic Research
Unlike in elementary schools, high school teacher effects may be confounded with unobserved track-level treatments (such as the AVID program) that are correlated with individual teachers. I present a strategy that exploits detailed course-taking information to credibly estimate the effects of 9th grade Algebra and English teachers on test scores. I document substantial bias due to track-specific treatments and I show that traditional tests for the existence of teacher effects are flawed. After accounting for bias, I find sizable algebra teacher effects and little evidence of English teacher effects. I find little evidence of teacher spillovers across subjects.
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Bureau of Economic Research
IES Cited: ED544797