| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w26480 |
| 来源ID | Working Paper 26480 |
| Teacher Effects on Student Achievement and Height: A Cautionary Tale | |
| Marianne Bitler; Sean Corcoran; Thurston Domina; Emily Penner | |
| 发表日期 | 2019-11-25 |
| 出版年 | 2019 |
| 语种 | 英语 |
| 摘要 | Estimates of teacher “value-added” suggest teachers vary substantially in their ability to promote student learning. Prompted by this finding, many states and school districts have adopted value-added measures as indicators of teacher job performance. In this paper, we conduct a new test of the validity of value-added models. Using administrative student data from New York City, we apply commonly estimated value-added models to an outcome teachers cannot plausibly affect: student height. We find the standard deviation of teacher effects on height is nearly as large as that for math and reading achievement, raising obvious questions about validity. Subsequent analysis finds these “effects” are largely spurious variation (noise), rather than bias resulting from sorting on unobserved factors related to achievement. Given the difficulty of differentiating signal from noise in real-world teacher effect estimates, this paper serves as a cautionary tale for their use in practice. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand |
| URL | https://www.nber.org/papers/w26480 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/584153 |
| 推荐引用方式 GB/T 7714 | Marianne Bitler,Sean Corcoran,Thurston Domina,et al. Teacher Effects on Student Achievement and Height: A Cautionary Tale. 2019. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w26480.pdf（1237KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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