| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w29555 |
| 来源ID | Working Paper 29555 |
| Making Teaching Last: Long-Run Value-Added | |
| Michael Gilraine; Nolan G. Pope | |
| 发表日期 | 2021-12-13 |
| 出版年 | 2021 |
| 语种 | 英语 |
| 摘要 | Teacher value-added (VA) measures how teachers improve their students' contemporaneous test scores. Many teachers, however, argue that contemporaneous test scores are a poor proxy for their permanent influence on students. This paper considers a new VA measure -- 'long-run VA' -- that captures teachers' contributions that persist by replacing contemporaneous test scores with subsequent test scores in VA estimation. We find that students assigned to high long-run VA teachers fare substantially better in terms of long-term outcomes. Policy simulations indicate that the use of long-run VA improves policy effectiveness by a factor of two compared to traditional VA measures. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand ; Labor Market Structures |
| URL | https://www.nber.org/papers/w29555 |
| 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/587229 |
| 推荐引用方式 GB/T 7714 | Michael Gilraine,Nolan G. Pope. Making Teaching Last: Long-Run Value-Added. 2021. |
| 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 | ||
| w29555.pdf（1958KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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