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ERIC Number: ED529585
Record Type: Non-Journal
Publication Date: 2012-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: N/A
Review of "The Long-Term Impacts of Teachers"
Ballou, Dale
National Education Policy Center
A new report titled "The Long-Term Impacts of Teachers" concludes that teachers whose students tend to show high gains on their test scores (called "high value-added teachers") also contribute to later student success in young adulthood, as indicated by outcomes such as college attendance and future earnings. To support this claim, it is not sufficient for researchers to show an observed association between teacher value-added and later outcomes in young adulthood. It is also necessary to rule out plausible alternative explanations--for example, that parents who did the most to promote their offspring's long-term success also endeavored to secure high value-added teachers for their children. This review explains that, for the most part, the evidence needed to rule out these alternatives is missing from the report. Thus, policy-makers should tread cautiously in their reaction: the case has not been proved. (Contains 4 notes.) [This document presents a review of: "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood. NBER Working Paper No. 17699" (ED528374).]
National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, Colorado 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Great Lakes Center for Education Research and Practice
Authoring Institution: University of Colorado at Boulder, National Education Policy Center