Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/216458 
Year of Publication: 
2020
Series/Report no.: 
IZA Discussion Papers No. 13146
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
This study estimates teacher value-added (TVA) for language arts and mathematics test scores of students in public primary schools to investigate the empirical relationship between testscore TVA and observable traits and promotions of teachers. Our empirical strategy employs Chetty, Friedman, and Rockoff (2014a) with school-year fixed effects as an additional control for potential sorting of students across schools. Using unique administrative panel data of students in public primary schools of a large municipality of Japan, we find TVA distribution to have variance comparable to ones observed in the U.S. schools. Using TVA estimates, we examine their associations with gender, teaching experience, age, and promotions of teachers. We find that these observable characteristics of teachers are statistically significantly associated with TVA estimates. Additionally, we find that TVA estimates are positively associated with teacher promotions.
Subjects: 
education
teacher value-added
class size
teaching experience
promotion
JEL: 
H75
I21
J24
J45
Document Type: 
Working Paper

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