Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina
نویسنده
چکیده
This paper presents a model where teacher effects on long-run outcomes reflect effects on both cognitive skills (measured by test-scores) and non-cognitive skills (measured by non-test-score outcomes). Teachers have causal effects on certain non-cognitive skills not measured by testing, but reflected in absences, suspensions, grades, and ontime grade progression. Measuring teacher effects on a weighted average of these non-test score outcomes (a proxy for non-cognitive skills) predicts effects on dropout, SAT-taking, and college plans—above and beyond their effects on test scores. Accordingly, test scores alone fail to identify many excellent teachers and may understate the long-run importance of teachers. (JEL I21, J00)
منابع مشابه
Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9 Grade Teachers in North Carolina
In this working paper, Jackson presents a model where students have cognitive and noncognitive ability and a teacher’s effect on long-run outcomes is a combination of his or her effect on both ability types. Conditional on cognitive scores, an underlying noncognitive factor associated with student absences, suspensions, grades, and grade progression is strongly correlated with long-run educatio...
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