NBER WORKING PAPER SERIES THE LONG-TERM IMPACTS OF TEACHERS: TEACHER VALUE-ADDED AND STUDENT OUTCOMES IN ADULTHOOD
NBER WORKING PAPER SERIES THE LONG-TERM IMPACTS OF TEACHERS: TEACHER VALUE-ADDED AND STUDENT OUTCOMES IN ADULTHOOD
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发表时间：
2012
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通讯作者：
John N. Friedman;Jonah E. Rockoff
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作者：
John N. Friedman;Jonah E. Rockoff
教师对学生考试成绩的影响(“增值”)是衡量学生素质的好指标吗？这个问题在很大程度上引发了争论，主要是因为人们对以下问题存在分歧：(1)附加值(VA)是否能公正地估计教师对学生成绩的影响；(2)高附加值教师是否能改善学生的长期成绩。我们通过分析250万儿童从3年级到8年级的学区数据来解决这两个问题，这些数据与父母特征和成人结果的纳税记录有关。我们没有发现使用以前没有观察到的父母特征和基于教师队伍变化的准实验研究设计来估计VA的偏差的证据。被分配到高级退伍军人管理局教师的学生更有可能上大学，进入更高级别的大学，赚取更高的工资，住在更高的社会经济地位社区，并为退休存更多的钱。他们在青少年时期生孩子的可能性也更小。教师在4到8年级的所有年级都有很大的影响。平均而言，教师VA在一个年级的标准差每提高一个标准差，28岁的收入就会增加约1%。对于我们样本中的平均教室来说，用普通教师取代VA处于最低5%的教师，将使学生终身收入的现值增加超过25万美元。我们的结论是，好的教师创造了大量的经济价值，考试成绩的影响有助于识别这样的教师。拉杰·切蒂哈佛大学经济学系马萨诸塞州剑桥市02138号约翰·N·弗里德曼哈佛肯尼迪学院陶布曼356 79约翰·弗莱德曼电子邮件：JONER_FREDMAN@FACHARD.EDU乔纳·E·罗克夫哥伦比亚大学商学院百老汇#603New York，NY 10027-6903
Are teachers’ impacts on students’ test scores (“value-added”) a good measure of their quality? This question has sparked debate largely because of disagreement about (1) whether value-added (VA) provides unbiased estimates of teachers’ impacts on student achievement and (2) whether high-VA teachers improve students’ long-term outcomes. We address these two issues by analyzing school district data from grades 3-8 for 2.5 million children linked to tax records on parent characteristics and adult outcomes. We find no evidence of bias in VA estimates using previously unobserved parent characteristics and a quasi-experimental research design based on changes in teaching staff. Students assigned to high-VA teachers are more likely to attend college, attend higherranked colleges, earn higher salaries, live in higher SES neighborhoods, and save more for retirement. They are also less likely to have children as teenagers. Teachers have large impacts in all grades from 4 to 8. On average, a one standard deviation improvement in teacher VA in a single grade raises earnings by about 1% at age 28. Replacing a teacher whose VA is in the bottom 5% with an average teacher would increase the present value of students’ lifetime income by more than $250,000 for the average classroom in our sample. We conclude that good teachers create substantial economic value and that test score impacts are helpful in identifying such teachers. Raj Chetty Department of Economics Harvard University 1805 Cambridge St. Cambridge, MA 02138 and NBER chetty@fas.harvard.edu John N. Friedman Harvard Kennedy School Taubman 356 79 JFK St. Cambridge, MA 02138 and NBER john_friedman@harvard.edu Jonah E. Rockoff Columbia University Graduate School of Business 3022 Broadway #603 New York, NY 10027-6903 and NBER jonah.rockoff@columbia.edu