The Persistence of Teacher-Induced Learning

By Brian A. Jacob, Lars Lefgren, David P. Sims. The Journal of human resources, 2010

157 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/b35a4297817686c4c6e3ec040f9b26233270926b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Eric A. Hanushek
2. Jonah E. Rockoff
3. Douglas O. Staiger
4. Steven G. Rivkin
5. Josh Kinsler
6. Henry M. Levin
7. E. Taylor
8. Esteban M. Aucejo

In Language and Linguistics

1. Josh Kinsler
2. E. Taylor
3. Eric A. Hanushek
4. Steven G. Rivkin
5. Teresa Romano
6. Esteban M. Aucejo

Citations in the corpus

• Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors (2010, unknown): “However, recent evidence from Kane and Staiger (2008) and Jacob, Lefgren, and Sims (2010) suggests that these contemporaneous teacher effects may decay relatively quickly over time,2 and Rothstein (2010) finds evidence that the nonrandom place- 1 Jacob and Lefgren (2004) find that principal…”
• Teacher Quality and Learning Outcomes in Kindergarten (2016, background): “A number of papers have shown that teacher effects on test scores depreciate quickly, before stabilizing at around one-quarter of their original value (Jackson et al. 2014; Jacob et al. 2010; Rothstein 2010).”
• What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews (2015, background): “Across low-and high-income countries, it has been observed that educational gains are sometimes not sustained over time (Andrabi et al. 2011; Evans, Kremer, and Ngatia 2014; Jacob, Lefgren, and Sims 2010).”
• The Economic Value of Higher Teacher Quality. Working Paper 56. (2010, background): “The estimates of Jacob, Lefgren, and Sims (2010) for the teacher component of persistence are significantly lower than this with in the range of 0.7- 0.”
• Assessing the Effect of School Days and Absences on Test Score Performance. CEP Discussion Paper No. 1302. (2014, methodology): “First, we obtain the ratio of coefficients (on absences) from regressions at different points in time [see Jacob, Lefgren, and Sims (2010)].”
• Teacher Effects and Teacher-Related Policies (2014, background): “Recent studies have found that the impact of being assigned a more effective teacher declines by half or more between end-of-year test scores and test scores two years later (McCaffrey et al., 2004; Jacob, Lefgren, and Sims, 2010; Kane and Staiger, 2008; Rothstein, 2010; Chetty et al., 2013a).”
• The Distribution of Teacher Quality and Implications for Policy (2012, background): “These general issues affect the interpretation of persistence estimates in the work by Jacob et al. (2010) and in the other papers referenced above to which we now turn.”
• Assessing Rothstein's critique of teacher value‐added models (2012, background): “46This number is similar to persistent rates estimated in Kinsler (2012), Rothstein (2010), and Jacob, Lefgren, and Sims (2010).”
• Spending more of the school day in math class: Evidence from a regression discontinuity in middle school (2014, methodology): “This result seems to hold for reducing class size (Krueger and Whitmore 2001), assigning students to more effective teachers (Kane and Staiger 2008, Jacob, Lefgren and Sims 2010, Rothstein 2010, Chetty, Friedman and Rockoff 2013b, Cascio and Staiger 2012), and retaining students in early grades…”