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Cited by 793School Choice and PerformanceTeacher Education and AssessmentsTeacher Professional Development and Motivation

Generalizations about Using Value-Added Measures of Teacher Quality

Hanushek, Eric A, Rivkin, Steven G·2010·American Economic Review
DOI 10.1257/aer.100.2.267
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Abstract

The extensive investigation of the contribution of teachers to student achievement produces two generally accepted results. First, there is sub stantial variation in teacher quality as measured by the value added to achievement or future aca demic attainment or earnings. Second, variables often used to determine entry into the profession and salaries, including post-graduate schooling, experience, and licensing examination scores, appear to explain little of the variation in teacher quality so measured, with the exception of early experience. Together these findings underscore explicitly that observed teacher characteristics do not represent teacher quality.

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Crossref · 10.1257/aer.100.2.267

Cites

3 of 3 references verified0 citation errors · 0 not checkable

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Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • The 0.06σ average treatment effect is roughly one-third of a standard deviation in teacher performance, which is typically estimated at 0.15-0.20σ in math and somewhat smaller in reading.

    “Gains of 0.06σ represent roughly one-third of a standard deviation in teacher performance, which is typically estimated at 0.15-0.20σ in math and somewhat smaller in reading (Hanushek and Rivkin 2010, Jackson, Staiger, and Rockoff 2014).”

    From Learning Job Skills from Colleagues at Work: Evidence from a Field Experiment Using Teacher Performance Data (2020) · cites this paper as Hanushek and Rivkin 2010

  • The estimated within-school teacher effects are similar to those from other studies using large administrative datasets.

    “Notably, these findings are similar to those from other studies that also estimate within-school teacher effects in large administrative datasets (Hanushek & Rivkin, 2010).”

    From Teacher and Teaching Effects on Students’ Attitudes and Behaviors (2017) · cites this paper as Hanushek & Rivkin, 2010

  • A 1 SD difference in the distribution of teacher effectiveness represents approximately a 0.18 SD difference in student test scores (Table 1, column 1).

    “Consistent with prior estimates (e.g., Hanushek & Rivkin, 2010), we find that a 1 SD difference in the distribution of teacher effectiveness represents approximately a 0.18 SD difference in student test scores (see Table 1, column 1).”

    From Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience (2014) · cites this paper as Hanushek & Rivkin, 2010

  • It is much harder for teachers to improve students' achievement in English than in math.

    “Hence, the returns to better performance in English are especially large, although it is much harder for teachers to improve students' achievement in English (e.g., Hanushek and Rivkin 2010; Kane et al. 2013).”

    From Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood (2014) · cites this paper as Hanushek and Rivkin 2010

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Authors
Hanushek, E. A., & Rivkin, S. G.
Affiliations
  • Hoover Institution (US)
  • Amherst College (US)
ORCID
Venue
American Economic Review
Publisher
American Economic Association
Published
2010-05-01
Volume
100
Issue
2
Pages
267-271
ISSN
0002-8282 (ISSN-L)
DOI
10.1257/aer.100.2.267
OpenAlex
W2061572779
Cited by
793
References
3
Citations by year
2026: 32 · 2025: 51 · 2024: 33 · 2023: 50 · 2022: 46 · 2021: 48 · 2020: 53 · 2019: 63 · 2018: 52 · 2017: 49 · 2016: 66 · 2015: 60 · 2014: 64 · 2013: 61 · 2012: 26
FWCI
182.77
Type
journal article
Language
en
Open access
closed
Locations
  • American Economic Review (publishedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
Topics
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Education › Teacher Education and Assessments
  • Social Sciences › Education › Teacher Professional Development and Motivation
Keywords
teacher quality, value-added measures, academic performance, teacher salaries, teacher experiences, teacher characteristics, teacher selection

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