Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates | Zendy

Raj Chetty | Zendy; John N. Friedman | Zendy; Jonah E. Rockoff | Zendy

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Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates

Author(s) -

Raj Chetty,

John N. Friedman,

Jonah E. Rockoff

Publication year - 2014

Publication title -

american economic review

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 16.936

H-Index - 297

eISSN - 1944-7981

pISSN - 0002-8282

DOI - 10.1257/aer.104.9.2593

Subject(s) - student achievement , teacher quality , test (biology) , value (mathematics) , school district , economics , quality (philosophy) , econometrics , measure (data warehouse) , control (management) , mathematics education , psychology , actuarial science , academic achievement , statistics , mathematics , operations management , computer science , management , physics , paleontology , metric (unit) , quantum mechanics , database , biology

Are teachersʼ impacts on studentsʼ test scores ("value-added") a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachersʼ causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a studentʼs prior test scores exhibit little bias in forecasting teachersʼ impacts on student achievement.

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