How to Measure a Teacher: The Influence of Test and Nontest Value-Added on Long-Run Student Outcomes. Working Paper No. 270-0423-2
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| Title: | How to Measure a Teacher: The Influence of Test and Nontest Value-Added on Long-Run Student Outcomes. Working Paper No. 270-0423-2 |
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| Language: | English |
| Authors: | Backes, Ben, Cowan, James, Goldhaber, Dan, Theobald, Roddy, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
| Source: | National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2023. |
| Availability: | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: | N |
| Page Count: | 65 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305S210012 |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Effectiveness, Teacher Evaluation, Outcomes of Education, Learning Trajectories, Value Added Models, Academic Achievement, Tests, College Attendance, Selective Admission, Prediction, Correlation, Evaluation Methods, Educational Theories |
| Abstract: | This paper examines how different measures of teacher quality are related to students' long-run educational trajectories. We estimate teachers' "test-based" and "nontest" value-added (the latter based on contributions to student absences, suspensions, grade progression, and grades) and assess how these predict various student postsecondary outcomes. We find that both types of value-added have positive effects on student outcomes. Test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution, such as attending a more selective college, while nontest measures have more explanatory power for whether students enroll in college at all. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | ED628004 |
| Database: | ERIC |
| Abstract: | This paper examines how different measures of teacher quality are related to students' long-run educational trajectories. We estimate teachers' "test-based" and "nontest" value-added (the latter based on contributions to student absences, suspensions, grade progression, and grades) and assess how these predict various student postsecondary outcomes. We find that both types of value-added have positive effects on student outcomes. Test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution, such as attending a more selective college, while nontest measures have more explanatory power for whether students enroll in college at all. |
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