Teacher heterogeneity,value-added and education policy |
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Institution: | 1. 136 Faculty Office Building, Provo, UT 84602, United States;2. 182 Faculty Office Building, Provo, UT 84602, United States;3. 164 Faculty Office Building, Provo, UT 84602, United States;1. University of Alicante & IVIE, Spain;2. University of Murcia, Spain;3. Pablo de Olavide University & Ivie, Spain;1. Joint Institute for Nuclear Research, 141980 Dubna, Russia;2. Institut für Mathematik und Institut für Physik, Humboldt-Universität zu Berlin, IRIS Adlershof, Zum Großen Windkanal 6, 12489 Berlin, Germany;3. Theoretical Physics Division, Petersburg Nuclear Physics Institute, Orlova Roscha, Gatchina, 188300 St. Petersburg, Russia;1. Department of Economics, University of California San Diego and NBER, United States;2. Department of Economics, Hunter College in the City University of New York, United States;1. Clemson University, United States;2. University of North Texas, United States |
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Abstract: | This study examines the theoretical and practical implications of ranking teachers with a one-dimensional value-added metric when teacher effectiveness varies across subjects or student types. We create a theoretical framework which suggests specific tests of the standard teacher input homogeneity assumption. Using North Carolina data we show that value-added fails to empirically meet these tests and document that this leads to a large number of teacher misrankings. Thus, critics of potential value-added teacher personnel policies are correct that such policies will terminate many of the wrong teachers. However, we derive the conditions under which such policies will improve student test scores and find that they will almost certainly be met. We then demonstrate that value-added information can also be used to improve student test scores by matching teachers to students or subjects according to their comparative advantage. These matching gains likely exceed those of a feasible, value-added based firing policy. |
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Keywords: | Value-added Teacher heterogeneity Education policy |
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