WWC review of this study

The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood (NBER Working Paper No. 17699).

Chetty, R., Friedman, J. N., & Rockoff, J. E. (2011). Retrieved from http://www.nber.org/ Retrieved from: https://eric.ed.gov/?id=ED528374

  • Quasi-Experimental Design
     examining 
    3,384
     Students
    , grades
    4-8

Reviewed: February 2016

At least one statistically significant positive finding
Meets WWC standards with reservations
Academic achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Math and reading scores

Value-added model (VAM) vs. Business as usual

1991-2009

Arrival of a top 5% teacher;
3,384 students

0.23

0.20

Yes

 
 
2
More Outcomes

Math and reading scores

Value-added model (VAM) vs. Business as usual

1991-2009

Departure of a bottom 5% teacher;
3,202 students

0.16

0.14

Yes

 
 
1

Math and reading scores

Value-added model (VAM) vs. Business as usual

1991-2009

Arrival of a bottom 5% teacher;
3,286 students

0.19

0.22

Yes

-1
 
 

Math and reading scores

Value-added model (VAM) vs. Business as usual

1991-2009

Departure of a top 5% teacher;
3,304 students

0.19

0.24

Yes

-2
 
 

Characteristics of study sample as reported by study author.


  • Urban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Midwest, Northeast, South, West

Reviewed: October 2012

At least one statistically significant positive finding
Meets WWC standards with reservations
Academic achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Average English Language Arts (ELA) and math test scores

Teacher Value-Added vs. Unknown

1991-2009

Cohorts after a high value-added teacher joined;
3,384 students

0.23

0.20

Yes

 
 
1
More Outcomes

Average English Language Arts (ELA) and math test scores

Teacher Value-Added vs. Unknown

1991-2009

Cohorts after a low value-added teacher left;
3,202 students

0.16

0.14

Yes

 
 
1

Average English Language Arts (ELA) and math test scores

Teacher Value-Added vs. Unknown

1991-2009

Cohorts after a low value-added teacher left;
3,286 students

0.19

0.22

Yes

-1
 
 

Average English Language Arts (ELA) and math test scores

Teacher Value-Added vs. Unknown

1991-2009

Cohorts after a high value-added teacher joined;
3,304 students

0.19

0.24

Yes

-2
 
 

Characteristics of study sample as reported by study author.


  • 10% English language learners

  • 76% Free or reduced price lunch

  • Female: 50%
    Male: 50%
  • Race
    Not specified
    72%
    White
    28%

  • Urban
 

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This download will include data files for study and findings review data and a data dictionary.

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