The Multidimensional Impact of Teachers on Students /
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Author / Creator: | Pope, Nolan G., author. |
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Imprint: | 2017. Ann Arbor : ProQuest Dissertations & Theses, 2017 |
Description: | 1 electronic resource (81 pages) |
Language: | English |
Format: | E-Resource Dissertations |
Local Note: | School code: 0330 |
URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/11715010 |
Other authors / contributors: | University of Chicago. degree granting institution. |
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ISBN: | 9780355076592 |
Notes: | Advisors: Steven Levitt Committee members: Jens Ludwig; Magne Mogstad. Dissertation Abstracts International, Volume: 78-12(E), Section: A. English |
Summary: | For decades, policymakers and researchers have used value-added models that rely solely on student test scores to measure teacher quality. However, since teaching ability is multidimensional, test-score value-added measures of teacher quality may not fully capture the impact of teachers on students. In this paper, we use test-score and non-test-score measures of student achievement and behavior from over a million students in the Los Angeles Unified School District to estimate multiple dimensions of teacher quality. We find that test-score and non- test-score measures of teacher quality are only weakly correlated, and that both measures of teacher quality affect students' performance in high school. A teacher-removal policy simulation that uses both dimensions of teacher quality improves most long-term student outcomes by over 50 percent compared to a policy that uses test scores alone. Our results also show that the long-term effects of teachers in later grades are larger than in earlier grades, that performance in core elementary school subjects matters more for long-term outcomes than other subjects, and that non-test-score dimensions of ability capture additional sources of peer effects. |
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