Long-run effects of teachers in developing countries

Abstract

How persistent are teacher effects on student outcomes? In this paper we present estimates of teacher effects on long-run student outcomes from two low- and middle- income countries. We first estimate teacher value-added using the Young Lives School Survey data from Ethiopia and Vietnam. We then track students taught by these teachers 2 and 5 years later and use data from the Young Lives Household Surveys to estimate the effects of teacher quality. We find no persistent effect after 2 years, but better mathematics (0.08σ) and reading (0.06σ) test scores after 5 years, from being taught by a 1σ better Grade 5 teacher. We find no persistent effects of good teachers on measures of more “generalized” cognitive ability, aspirations, well-being, or “grit.”.