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ERIC Number: EJ1015328
Record Type: Journal
Publication Date: 2013-Feb-1
Pages: 14
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-1068-2341
Findings vs. Interpretation in "The Long-Term Impacts of Teachers" by Chetty et al.
Adler, Moshe
Education Policy Analysis Archives, v21 n10 Feb 2013
The authors of the study "The Long-Term Impact of Teachers" claim that their study shows that increases in teacher value-added lead to significant and lasting increases in test scores and significant increases in income that will last throughout adulthood. Instead, I show that these claims are false because they are contradicted by the findings of the study itself. In fact, the results of the Chetty et al. study raise serious questions about the benefits of using the value-added method for evaluating teachers. (Contains 2 figures and 8 footnotes.) [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).]
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A