What do test scores miss? The importance of teacher effects on non–test score outcomes

C. Kirabo Jackson*

*Corresponding author for this work

Research output: Contribution to journalArticle

23 Scopus citations

Abstract

Teachers affect a variety of student outcomes through their influence on both cognitive and noncognitive skill. I proxy for students’ noncognitive skill using non–test score behaviors. These behaviors include absences, suspensions, course grades, and grade repetition in ninth grade. Teacher effects on test scores and those on behaviors are weakly correlated. Teacher effects on behaviors predict larger impacts on high school completion and other longer-run outcomes than their effects on test scores. Relative to using only test score measures, using effects on both test score and noncognitive measures more than doubles the variance of predictable teacher impacts on longer-run outcomes.

Original languageEnglish (US)
Pages (from-to)2072-2107
Number of pages36
JournalJournal of Political Economy
Volume126
Issue number5
DOIs
StatePublished - Oct 1 2018

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ASJC Scopus subject areas

  • Economics and Econometrics

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