The Multidimensional Impact of Teachers on Students
Bibliographic Data
| ID | 10175262 |
|---|---|
| Authors | Nathan Petek (Federal Trade Commission), Nolan G Pope, Nolan Pope (0000-0002-2497-2379, University of Maryland, College Park) |
| Year | 2022 |
| Volume | 131 |
| Issue | 4 |
| Pages | 1057-1107 |
| Publication date | 2022-08-30 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Political Economy (JOURNAL) |
| Journal identifiers | ISSN: 0022-3808 • E-ISSN: 1537-534X |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/722227 |
| OpenAlex | W4293694588 |
| Language | EN |
| Citations received | 4 |
| References cited | 31 |
Test score measures of teacher quality may not fully capture teachers' impact on students. We use test score and non–test score measures of student achievement and behavior to estimate multiple dimensions of teacher quality. We find that these two measures of teacher quality are only weakly correlated and that both affect students' high school performance. A teacher removal simulation that uses both measures improves most long-term student outcomes by over 50%, compared to a policy that uses test scores alone. Our results also show that for high school outcomes the effects of teachers in later grades are larger than those in earlier grades and that performance in core elementary school subjects matters more than that in other subjects
Academic achievement · Achievement test · Affect (linguistics · Mathematics education · Operations management · Quality (philosophy · Standardized test · Student achievement · Teacher Quality · Test (biology · Test score · Educational Assessment and Improvement · Engineering · Parental Involvement in Education · Psychology · School Choice and Performance
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| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |