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

Principal Investigator(s): View help for Principal Investigator(s) Raj Chetty; John N. Friedman; Jonah E. Rockoff

Name	File Type	Size	Last Modified
fastxtile.ado	text/plain	3.5 KB	10/11/2019 06:47:PM
fastxtile.sthlp	text/plain	4.1 KB	10/11/2019 06:47:PM
vam.ado	text/plain	22.8 KB	10/11/2019 06:47:PM
vam.sthlp	text/plain	7.3 KB	10/11/2019 06:47:PM
vam_policysim.ado	text/plain	17.3 KB	10/11/2019 06:47:PM

Project Description

Summary: Are teachers' impacts on students' 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 teachers' 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 student's prior test scores exhibit little bias in forecasting teachers' impacts on student achievement.

Scope of Project

JEL Classification:
      H75 State and Local Government: Health; Education; Welfare; Public Pensions
      I21 Analysis of Education
      J24 Human Capital; Skills; Occupational Choice; Labor Productivity
      J45 Public Sector Labor Markets

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Published Versions

V1 [2019-10-11]

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