Abstract
Unlike in elementary school, high school teacher effects may be confounded with both selection to tracks and track-level treatments. I document confounding track effects and show that traditional tests for the existence of teacher effects are biased. After accounting for biases, high school algebra and English teachers have smaller test score effects than found in previous studies and value-added estimates are weak predictors of teachers’ future performance. Results indicate that either (a) teachers are less influential in high school than in elementary school or (b) test score effects are a weak measure of teacher quality at the high school level.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 645-684 |
| Number of pages | 40 |
| Journal | Journal of Labor Economics |
| Volume | 32 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 1 2014 |
Fingerprint
ASJC Scopus subject areas
- Industrial relations
- Economics and Econometrics
Cite this
}
Teacher quality at the high school level : The importance of accounting for tracks. / Jackson, Clement Kirabo.
In: Journal of Labor Economics, Vol. 32, No. 4, 01.10.2014, p. 645-684.Research output: Contribution to journal › Article
TY - JOUR
T1 - Teacher quality at the high school level
T2 - The importance of accounting for tracks
AU - Jackson, Clement Kirabo
PY - 2014/10/1
Y1 - 2014/10/1
N2 - Unlike in elementary school, high school teacher effects may be confounded with both selection to tracks and track-level treatments. I document confounding track effects and show that traditional tests for the existence of teacher effects are biased. After accounting for biases, high school algebra and English teachers have smaller test score effects than found in previous studies and value-added estimates are weak predictors of teachers’ future performance. Results indicate that either (a) teachers are less influential in high school than in elementary school or (b) test score effects are a weak measure of teacher quality at the high school level.
AB - Unlike in elementary school, high school teacher effects may be confounded with both selection to tracks and track-level treatments. I document confounding track effects and show that traditional tests for the existence of teacher effects are biased. After accounting for biases, high school algebra and English teachers have smaller test score effects than found in previous studies and value-added estimates are weak predictors of teachers’ future performance. Results indicate that either (a) teachers are less influential in high school than in elementary school or (b) test score effects are a weak measure of teacher quality at the high school level.
UR - http://www.scopus.com/inward/record.url?scp=84898895506&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84898895506&partnerID=8YFLogxK
U2 - 10.1086/676017
DO - 10.1086/676017
M3 - Article
AN - SCOPUS:84898895506
VL - 32
SP - 645
EP - 684
JO - Journal of Labor Economics
JF - Journal of Labor Economics
SN - 0734-306X
IS - 4
ER -