The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood. NBER Working Paper No. 17699.

By Raj Chetty, John N. Friedman, Jonah E. Rockoff. 2011

185 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c178633c84ef2b4b48bd78689322de6c99c72f59

How researchers see this paper

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

Citations in the corpus

Teacher quality policy when supply matters (2012, background): “Prospective teachers have von Neumann-Morgenstern utility u(w), where w is annual compensation, and discount rate δ .13 Each prospective and incumbent teacher 11It is not clear whether real-world performance measures have this property – see Rothstein (2010) and Chetty et al. (2011).”
Behavioral Economics of Education: Progress and Possibilities (2015, unknown): “66 Chetty et al. , 2011.”
U.S. High School Graduation Rates: Patterns and Explanations (2013, unknown): “Diane Whitmore Schanzenbach, one of the authors of the Chetty et al. (2011) study, provided me with estimates of the intervention on high school graduation rates.”
Teaching Practices and Social Capital (2013, methodology): “Following Chetty et al. (2011), we regress teaching practices and teacher characteristics: teacher years of experience, highest level of education, certificate in pedagogical methods or in psychology, on predetermined parent and student characteristics.”
Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates (2014, methodology): “Chetty et al. (2011) show that the match algorithm outlined below yields accurate matches for approximately 99% of cases in a school district sample that can be matched on social security number.”
The Medium-Term Impacts of High-Achieving Charter Schools (2015, unknown): “Using the cross-sectional relationship between test scores and non–test score outcomes reported by Chetty, Friedman, and Rockoff ð2011Þ, we find that only a portion of our estimated effects ðroughly 2 percent for pregnancy and 15 percent for college enrollmentÞ can be explained by the test score…”
Knowledge, Tests, and Fadeout in Educational Interventions (2012, methodology): “…just to kindergarten, but spanned up to four years for some students. effects, which generally rely on data from third grade and later, reach 50 percent or higher only one year out (Kane and Staiger, 2008; Jacob, Lefgren, and Sims, 2008; Rothstein, 2010; Chetty, Friedman, and Rockoff, 2011).”
The Distribution of Teacher Quality and Implications for Policy (2012, methodology): “Chetty et al. (2011b) show that depreciation in the impacts over time stabilizes after about three years and that the impact remains in life experiences after school.”
The Data Revolution and Economic Analysis (2014, background): “A salient example is the study by Chetty, Friedman, and Rockoff (2011) on the long- term effects of better teachers.”