期刊
AMERICAN ECONOMIC REVIEW
卷 104, 期 9, 页码 2593-2632出版社
AMER ECONOMIC ASSOC
DOI: 10.1257/aer.104.9.2593
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Are teachers' impacts on students' test scores (value-added) a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachers' causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a student's prior test scores provide unbiased forecasts of teachers' impacts on student achievement.
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