Generalizations about using value-added measures of teacher quality

  • Hanushek E
  • Rivkin S
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The extensive investigation of the contribution of teachers to student achievement produces two generally accepted results. First, there is sub- stantial variation in teacher quality as measured by the value added to achievement or future aca- demic attainment or earnings. Second, variables often used to determine entry into the profession and salaries, including post-graduate schooling, experience, and licensing examination scores, appear to explain little of the variation in teacher quality so measured, with the exception of early experience. Together these findings underscore explicitly that observed teacher characteristics do not represent teacher quality. From the earliest work on education produc- tions (James S. Coleman et al. 1966), interpreta- tions of research on teachers often confused the effects of specific teacher characteristics with the overall contribution of teachers. The consis- tent finding over four decades has been that the most commonly used indicators of quality dif- ferences are not closely related to achievement gain, leading some to question whether teacher quality really matters (see the review in Eric A. Hanushek and Steven G. Rivkin 2006). Education production function rese

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  • Eric A. Hanushek

  • Steven G. Rivkin

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