Description:

"The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood" by Jonah Rockoff, Sidney Taurel Associate Professor of Business, Graduate School of Business, Columbia University

This is part of the Economics/IPR Applied Micro and Labor & Education Policy Joint Seminar Series.

Abstract: 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 whether value-added (VA) provides unbiased estimates of teachers’ impacts on student achievement and whether high-VA teachers improve students’ long-term outcomes. Rockoff and his colleagues address these two issues by analyzing school district data from grades three through eight for 2.5 million children linked to tax records on parent characteristics and adult outcomes. The researchers 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 higher-ranked colleges, earn higher salaries, live in higher SES neighborhoods, and save more for retirement. They are also less likely to have children as teenagers. On average, a one standard deviation improvement in teacher VA in a single grade raises earnings by about one percent at age 28. Replacing a teacher whose VA is in the bottom five percent 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. The researchers conclude that good teachers create substantial economic value and that test score impacts are helpful in identifying such teachers.