Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/302638 
Erscheinungsjahr: 
2024
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 17121
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
A recent critique of using teachers' test score value-added (TVA) is that teacher quality is multifaceted; some teachers are effective in raising test scores, others are effective in improving long-term outcomes This paper exploits an institutional setting where high school teachers are randomly assigned to classes to compute multiple long-run TVA measures based on university schooling outcomes and high school behavior. We find substantial correlations between test scores and long-run TVA but zero correlations between these two TVA measures and behavior TVA. We find that short-term test-score TVA and long-run TVA are highly correlated and equally good predictors of long-term outcomes.
Schlagwörter: 
teacher quality
quasi-experimental random assignment
university quality
choice of university study
panel information on teachers
teacher value added
JEL: 
J24
J21
J16
I24
Dokumentart: 
Working Paper

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