Replication data for: Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood

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

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Project Citation:

Chetty, Raj, Friedman, John N., and Rockoff, Jonah E. Replication data for: Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. Nashville, TN: American Economic Association [publisher], 2014. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-11. https://doi.org/10.3886/E112850V1

Project Description

Summary: Are teachers' impacts on students' test scores ("value-added") a good measure of their quality? This question has sparked debate partly because of a lack of evidence on whether high value-added (VA) teachers improve students' long-term outcomes. Using school district and tax records for more than one million children, we find that students assigned to high-VA teachers are more likely to attend college, earn higher salaries, and are less likely to have children as teenagers. Replacing a teacher whose VA is in the bottom 5% with an average teacher would increase the present value of students' lifetime income by approximately $250,000 per classroom.

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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V1 [2019-10-11]

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