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Searching for Effective Teachers with Imperfect Information
Abstract
Over the past four decades, empirical researchers—many of them economists—have accumulated an impressive amount of evidence on teachers. In this paper, we ask what the existing evidence implies for how school leaders might recruit, evaluate, and retain teachers. We begin by summarizing the evidence on five key points, referring to existing work and to evidence we have accumulated from our research with the nation's two largest school districts: Los Angeles and New York City. First, teachers display considerable heterogeneity in their effects on student achievement gains. Second, estimates of teacher effectiveness based on student achievement data are noisy measures. Third, teachers' effectiveness rises rapidly in the first year or two of their teaching careers but then quickly levels out. Fourth, the primary cost of teacher turnover is not the direct cost of hiring and firing, but rather is the loss to students who will be taught by a novice teacher rather than one with several years of experience. Fifth, it is difficult to identify at the time of hire those teachers who will prove more effective. As a result, better teachers can only be identified after some evidence on their actual job performance has accumulated. We then explore what these facts imply for how principals and school districts should act, using a simple model in which schools must search for teachers using noisy signals of teacher effectiveness. The implications of our analysis are strikingly different from current practice. Rather than screening at the time of hire, the evidence on heterogeneity of teacher performance suggests a better strategy would be identifying large differences between teachers by observing the first few years of teaching performance and retaining only the highest-performing teachers.
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“The marginal gains from obtaining one more year of data are outweighed by the expected cost of having a low VA teacher on the staff even after the first year (Staiger and Rockoff 2010).”
From Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood (2014) · cites this paper as Staiger and Rockoff 2010
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Cited by
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Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood
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Self-citationHow Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star
Chetty, R., Friedman, J. N., Hilger, N., Saez, E., Schanzenbach, D. W., & Yagan, D. (2011) · The Quarterly Journal of Economics · doi:10.1093/qje/qjr041 · Cited by 1,514
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“…scores, non-cognitive skills, and long-run outcomes such as earnings and college going (Chetty et al., 2014; Jackson, 2018).6 However, identifying effective teachers a priori is difficult and the channels through which teachers affect long-run outcomes remain unclear (Staiger and Rockoff, 2010).”
Duflo, E., Dupas, P., & Kremer, M. (2012) · SSRN Electronic Journal · doi:10.2139/ssrn.2021483 · Cited by 477
“3 As perWilson (1992), “The term Harambee has come to mean the provision of goods, usually social infrastructure, through the voluntary cooperation of members of the community.”
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Taylor, E. S., & Tyler, J. H. (2012) · American Economic Review · doi:10.1257/aer.102.7.3628 · Cited by 405
Bau, N., & Das, J. (2017) · doi:10.35489/bsg-rise-wp_2017/016 · Cited by 375
“Studies from the U.S. and Ecuador demonstrate (a) the importance of teachers; (b) low correlations between observed characteristics and TVA (Staiger and Rockoff, 2010) and; (c) the positive effects of the first two years of teacher experience on TVA (Rockoff, 2004; Chetty et al., 2014a Rivkin et…”
Teacher Quality and Learning Outcomes in Kindergarten *
Araujo, M. C., Carneiro, P., Cruz-Aguayo, Y., & Schady, N. (2016) · The Quarterly Journal of Economics · doi:10.1093/qje/qjw016 · Cited by 393
“Much as in the United States (Rivkin et al. 2005; Staiger and Rockoff 2010), the returns to experience in Ecuador rise sharply in the first three years, and then flatten out.”
BackgroundTeacher Effects and Teacher-Related Policies
Jackson, C. K., Rockoff, J. E., & Staiger, D. O. (2014) · Annual Review of Economics · doi:10.1146/annurev-economics-080213-040845 · Cited by 300
Self-citationThe economic value of higher teacher quality
Hanushek, E. A. (2010) · Economics of Education Review · doi:10.1016/j.econedurev.2010.12.006 · Cited by 913
“These conclusions are also consistent with more U.S. evidence, such as that for New York City, in Kane, Rockoff, and Staiger (2008) and the related policy prescriptions in Gordon, Kane, and Staiger (2006) and Staiger and Rockoff (2010).”
BackgroundResultInfluentialMeasuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS)
Klassen, R. M., Yerdelen, S., & Durksen, T. L. (2013) · Frontline Learning Research · doi:10.14786/flr.v1i2.44 · Cited by 266
“…theme of recent educational debate in public and research circles is the critical importance of providing all students with access to teachers who are highly engaged in their work (Economist Intelligence Unit, 2012; Pianta, Hamre, & Allen, 2012; Rimm-Kaufman & Hamre, 2010; Staiger & Rockoff, 2010).”
BackgroundDoes teaching experience increase teacher effectiveness? A review of US research
Podolsky, A., Kini, T., & Darling‐Hammond, L. (2019) · Journal of Professional Capital and Community · doi:10.1108/jpcc-12-2018-0032 · Cited by 371
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Dynamic effects of teacher turnover on the quality of instruction
Hanushek, E. A., Rivkin, S. G., & Schiman, J. C. (2016) · Economics of Education Review · doi:10.1016/j.econedurev.2016.08.004 · Cited by 200
Incentives and Test-Based Accountability in Education
Hout, M., & Elliott, S. W. (2011) · National Academies Press eBooks · doi:10.17226/12521 · Cited by 192
“The second combination is a frequently mentioned possible change in discussions about teacher quality—incentives for individual teachers in the form of sanctions that require teachers whose students do not meet some test-based level of performance to leave the profession (see, e.g., Lang, 2010; Staiger and Rockoff, 20…”
BackgroundAshraf, N., Bandiera, O., Davenport, E., & Lee, S. S. (2020) · American Economic Review · doi:10.1257/aer.20180326 · Cited by 259
“…delivery of health services ( Ashraf, Bandiera, and Jack 2014; Miller et al. 2012; Miller and Babiarz 2014; Celhay et al. 2019 or education ( Muralidharan and Sundararaman 2011; Duflo, Hanna, and Ryan 2012; Glewwe, Ilias, and Kremer 2010; Fryer 2013; Rockoff et al. 2012; Staiger and Rockoff 2010 .”
BackgroundPapageorge, N. W., Gershenson, S., & Kang, K. M. (2020) · The Review of Economics and Statistics · doi:10.1162/rest_a_00838 · Cited by 178
“However, it remains unclear what specific behaviors and characteristics make teachers effective (Staiger & Rockoff, 2010).”
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Neal, D. A. (2011) · Handbook of the economics of education · doi:10.1016/b978-0-444-53444-6.00006-7 · Cited by 98
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Sajjadiani, S., Sojourner, A. J., Kammeyer-Mueller, J. D., & Mykerezi, E. (2019) · Journal of Applied Psychology · doi:10.1037/apl0000405 · Cited by 173
“Improved selection might reduce our need to learn about teacher performance on the backs of children (Staiger & Rockoff, 2010).”
BackgroundInformation and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools
Rockoff, J. E., Staiger, D. O., Kane, T. J., & Taylor, E. S. (2012) · American Economic Review · doi:10.1257/aer.102.7.3184 · Cited by 138
Self-citationA Review of the Literature on Teacher Effectiveness and Student Outcomes
Burroughs, N. A., Gardner, J. A., Lee, Y., Guo, S., Touitou, I., Jansen, K., & Schmidt, W. H. (2019) · IEA research for education · doi:10.1007/978-3-030-16151-4_2 · Cited by 235
“Some research from the United States has indicated that experience matters very much early on in a teacher’s career, but that, in later years, there were little to no additional gains (Boyd et al. 2006; Rivkin et al. 2005; Staiger and Rockoff 2010).”
BackgroundWhat Makes an Effective Teacher? Quasi-Experimental Evidence
Lavy, V. (2011) · National Bureau of Economic Research · doi:10.3386/w16885 · Cited by 45
Henry, G. T., Bastian, K. C., & Fortner, C. K. (2011) · Educational Researcher · doi:10.3102/0013189x11419042 · Cited by 188
“Likewise, similar but smaller average achievement gains are usually posted by third-year teachers in comparison with their second-year peers (Boyd et al., 2006; Kane, Rockoff, & Staiger, 2008; Staiger & Rockoff, 2010).”
BackgroundTeacher Applicant Hiring and Teacher Performance: Evidence from DC Public Schools
Jacob, B. A., Rockoff, J. E., Taylor, E., Lindy, B., & Rosen, R. Z. (2016) · National Bureau of Economic Research · doi:10.3386/w22054 · Cited by 45
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Goldhaber, D. D., & Hansén, M. (2012) · Economica · doi:10.1111/ecca.12002 · Cited by 117
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Teacher applicant hiring and teacher performance: Evidence from DC public schools
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Self-citationSelecting teachers and prospective teachers: A meta-analysis
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Goldhaber, D. D. (2015) · Educational Researcher · doi:10.3102/0013189x15574905 · Cited by 114
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BackgroundTeacher Value Added in a Low-Income Country
Bau, N., & Das, J. (2020) · American Economic Journal Economic Policy · doi:10.1257/pol.20170243 · Cited by 103
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Baudson, T. G., & Preckel, F. (2016) · Gifted Child Quarterly · doi:10.1177/0016986216647115 · Cited by 98
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Press, C. (2020) · CQ Press eBooks · doi:10.4135/9781544377230.n113 · Cited by 154
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“Staiger and Rockoff (2010) conduct Monte Carlo simulations to explore the feasibility of making early career decisions with information of varying degrees of imprecision.”
BackgroundLeaver, C., Ozier, O., Serneels, P., & Zeitlin, A. (2020) · The American Economic Review · doi:10.1257/rct.2565-4.0 · Cited by 78
Selection with Variation in Diagnostic Skill: Evidence from Radiologists
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“This is broadly consistent with the physician practice style and teacher value-added literature, which demonstrate large variation in decisions and outcomes that appear uncorrelated with physician or teacher characteristics (Epstein and Nicholson 2009; Staiger and Rockoff 2010).”
Sosina, V. E., & Weathers, E. S. (2019) · AERA Open · doi:10.1177/2332858419872445 · Cited by 78
“Furthermore, the ability of principals to identify quality teacher candidates is important for student achievement (Staiger & Rockoff, 2010), something for which experienced administrators may have more skills.”
BackgroundWhy don’t we have enough teachers?: A reconsideration of the available evidence
See, B., & Gorard, S. (2019) · Research Papers in Education · doi:10.1080/02671522.2019.1568535 · Cited by 78
“…at the time of hire, the evidence on heterogeneity of teacher performance suggests a better strategy would be identifying large differences between teachers by observing the first few years of teaching performance and retaining only the highest-performing teachers (Staiger and Rockoff 2010).”
BackgroundTeacher Quality and Student Achievement: Evidence from a Sample of Dutch Twins
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“2006) and teachers often fail to teach effectively when present (Chaudhury et al. 2006; Staiger and Rockoff 2010).”
BackgroundAdaptive teaching in mathematics: a review of the literature
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MethodHow to Improve Teaching Practice?
Cilliers, J., Fleisch, B., Prinsloo, C., & Taylor, S. (2018) · The Journal of human resources · doi:10.3368/jhr.55.3.0618-9538r1 · Cited by 70
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Self-citationTeacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?
Koedel, C., Parsons, E., Podgursky, M. J., & Ehlert, M. W. (2015) · Education Finance and Policy · doi:10.1162/edfp_a_00172 · Cited by 85
Better spending for better lives: how Latin America and the Caribbean can do more with less
Izquierdo, A., Pessino, C., & Subiza, D. (2018) · doi:10.18235/0001217-en · Cited by 61
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Assessing Teachers’ Skills in Detecting and Identifying Effective Interactions in the Classroom
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“We leave such an analysis for theoretical research, and in fact several recent articles have simulated such effects (Goldhaber & Hansen, 2010; Rothstein, 2012; Staiger & Rockoff, 2010; Winters & Cowen, 2013).”
BackgroundSubjective and Objective Evaluations of Teacher Effectiveness
Rockoff, J. E., & Speroni, C. (2010) · American Economic Review · doi:10.1257/aer.100.2.261 · Cited by 133
Self-citationTeacher Pension Systems, the Composition of the Teaching Workforce, and Teacher Quality
Koedel, C., Podgursky, M. J., & Shi, S. (2013) · Journal of Policy Analysis and Management · doi:10.1002/pam.21699 · Cited by 48
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“KEYWORDS Meta-analysis; factor structure; Classroom Assessment Scoring System (CLASS) PRIOR RESEARCH SHOWS that teacher quality is a very important factor influencing student learning outcomes (Darling-Hammond, 2000; Rockoff, 2004; Sanders, Wright, & Horn, 1997; Staiger & Rockoff, 2010).”
BackgroundThe Productivity Costs of Inefficient Hiring Practices: Evidence From Late Teacher Hiring
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“…in much of the public sector, scholars have devoted relatively little attention to the processes by which teachers are hired (Jacob, 2007; Staiger & Rockoff, 2010), despite mounting evidence of the importance of hiring and match quality in improving productivity (Boyd et al., 2013; Engel…”
BackgroundWinters, M. A., & Cowen, J. M. (2013) · Journal of Policy Analysis and Management · doi:10.1002/pam.21705 · Cited by 45
Marchand, J. T., & Weber, J. G. (2019) · Journal of Policy Analysis and Management · doi:10.1002/pam.22171 · Cited by 53
“…can be especially harmful for student achievement (Ronfeldt et al., 2013), mainly because experienced teachers are typically replaced with inexperienced ones (Staiger and Rockoff, 2010) and the first few years of teaching experience matter most (Buddin and Zamarro, 2009; Harris and Sass, 2011).”
BackgroundPredictive effects of teachers and schools on test scores, college attendance, and earnings
Chamberlain, G. (2013) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1315746110 · Cited by 41
“;PÞ: [10]”
Horvath, M. J., Goodell, J. E., & Kosteas, V. D. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2017.12.007 · Cited by 53
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BackgroundExcavating the Teacher Pipeline
Goldhaber, D. D., & Cowan, J. (2014) · Journal of Teacher Education · doi:10.1177/0022487114542516 · Cited by 66
Blanden, J., Doepke, M., & Stuhler, J. (2022) · National Bureau of Economic Research · doi:10.3386/w29979 · Cited by 72
“Burgess (2019) reaches the conclusion, based on studies that simulate the impact of possible policies (Rothstein, 2015; Staiger and Rockoff, 2010), that teachers should be monitored closely, with the least effective among them being dismissed early on in their careers.”
BackgroundFactors that predict pre-service teachers’ teaching performance
Corcoran, R. P., & O’Flaherty, J. (2018) · Journal of Education for Teaching International Research and Pedagogy · doi:10.1080/02607476.2018.1433463 · Cited by 50
“Understanding the factors that contribute to effective teacher instruction has the potential to influence selection and preparation of pre-service teachers and may influence student outcomes (Corcoran 2017; Corcoran and Tormey 2013; Darling-Hammond and Youngs 2002; Staiger and Rockoff 2010).”
BackgroundDeveloping a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs
Klassen, R. M., Durksen, T. L., Kim, L. E., Patterson, F., Rowett, E., Warwick, J., WARWICK, P. V., & Wolpert, M. A. (2016) · International Journal of Assessment Tools in Education · doi:10.21449/ijate.275772 · Cited by 48
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Cullen, J. B., Koedel, C., & Parsons, E. (2016) · Education Finance and Policy · doi:10.1162/edfp_a_00292 · Cited by 45
Li, S. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.874356 · Cited by 40
“Debate on providing access to highly engaged teachers is of critical importance in the recent educational context and research (Staiger and Rockoff, 2010; Pianta et al., 2012).”
BackgroundKönig, J. A., Heine, S., Kramer, C., Weyers, J., Becker-Mrotzek, M., Großschedl, J., Hanisch, C., Hanke, P., Hennemann, T., Jost, J., et al. (2023) · The Journal of Curriculum Studies · doi:10.1080/00220272.2023.2268702 · Cited by 38
“…very broad level of macro conditions (e.g. socio-economic conditions) that have shaped teacher education over decades, with implications for TEER (Staiger & Rockoff, 2010); theories, theoretical frameworks, or models that have a more general scope but are directly significant for understanding…”
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Applicant Reactions to a Situational Judgment Test used for Selection into Initial Teacher Training
Klassen, R. M., Durksen, T. L., Rowett, E., & Patterson, F. (2014) · International Journal of Educational Psychology · doi:10.4471/ijep.2014.07 · Cited by 41
“Unfortunately, teacher selection (and selection for teacher training) practices are often ineffective and unsystematic (Barber & Mourshed, 2007; Staiger & Rockoff, 2010; House of Commons Education Committee, 2012), having received little attention from educational psychology researchers (e.g.,…”
BackgroundExperimental Estimates of the Student Attendance Production Function
Tran, L., & Gershenson, S. (2018) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373720984463 · Cited by 45
Selecting Growth Measures for Use in School Evaluation Systems
Ehlert, M. W., Koedel, C., Parsons, E., & Podgursky, M. J. (2014) · Educational Policy · doi:10.1177/0895904814557593 · Cited by 44
“that offer competing views include Briggs and Domingue (2011) and Rothstein (2009, 2010).”
BackgroundUsing Subject Test Scores Efficiently to Predict Teacher Value-Added
Lefgren, L. J., & Sims, D. (2012) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373711422377 · Cited by 36
“Because a more efficient system of teacher evaluation could provide gains to students on the order of hundreds of thousands of dollars (Staiger & Rockoff, 2010), academic researchers have recently gone to great lengths to seek out both better quality indicators that might be used in hiring…”
Molina, E., Fatima, S. F., Ho, A. D., Melo, C., Wilichowski, T. M., & Pushparatnam, A. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2020.103171 · Cited by 44
Does Helping John Help Sue? Evidence of Spillovers in Education
Opper, I. (2019) · American Economic Review · doi:10.1257/aer.20161226 · Cited by 38
Seeking Exceptional Teacher Preparation Programs Among Many Noisy EstimatesPreprint
von Hippel, P. T., Osborne, C., Lincove, J. A., Mills, N. L., & Bellows, L. (2014) · SSRN Electronic Journal · doi:10.2139/ssrn.2506935 · Cited by 2
The Economics and Politics of Teacher Merit Pay
Leigh, A. (2013) · doi:10.1093/cesifo/ifs007 · Cited by 36
“For permissions, please email: journals.permissions@oup.com 1 at D epartm ent of the Parliam entary L ibrary on M ay 21, 2013 http://cesifo.oxfordjournals.org/ D ow nloaded from an undersupply of applicants, or payments for obtaining additional academic qualifications.”
BURGESS, S. M., Rawal, S., & Taylor, E. S. (2020) · Journal of Labor Economics · doi:10.1086/712997 · Cited by 64
“While the fi rst steps are intuitive, the equilibrium effect of this proposal likely depends more on how labor supply responds than on the measurement process (Staiger and Rockoff 2010; Rothstein 2015).”
BackgroundTeacher Preferences, Working Conditions, and Compensation StructurePreprint
Johnston, A. C. (2020) · SSRN Electronic Journal · doi:10.2139/ssrn.3532779 · Cited by 11
Instruction time and student achievement: The moderating role of teacher qualifications
Wedel, K. (2021) · Economics of Education Review · doi:10.1016/j.econedurev.2021.102183 · Cited by 47
Value Added and Its Uses: Where You Stand Depends on Where You Sit
Corcoran, S. P., & Goldhaber, D. D. (2013) · Education Finance and Policy · doi:10.1162/edfp_a_00104 · Cited by 29
Fernández-García, C.-M., Maulana, R., Inda-Caro, M., Helms-Lorenz, M., & García-Pérez, O. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.00533 · Cited by 30
Pham, P.-T., Phan, T. T., Nguyen, C. Y., & Hoang, A.-D. (2021) · Journal of Education · doi:10.1177/00220574211039483 · Cited by 35
“Notwithstanding, teacher effectiveness in fl uences student achievement the most, in comparison with other determinants like class size, in-class composition, or previous student achievement (Darling-Hammond & Youngs, 2002; Staiger & Rockoff, 2010).”
BackgroundTeacher Performance Trajectories in High- and Lower-Poverty Schools
Xu, Z., Özek, U., & Hansén, M. (2014) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373714561513 · Cited by 26
Test Measurement Error and Inference from Value-Added Models
Koedel, C., Leatherman, R., & Parsons, E. (2012) · The B E Journal of Economic Analysis & Policy · doi:10.1515/1935-1682.3314 · Cited by 27
Huang, W., Li, T., Pan, Y., & Ren, J. (2023) · Social Science Research Network · doi:10.2139/ssrn.3803728 · Cited by 27
Do teaching practices impact socio-emotional skills?
Korbel, V., & Paulus, M. J. (2018) · Education Economics · doi:10.1080/09645292.2018.1460320 · Cited by 27
“We focus specifically on teaching practices because, while the fact that teachers are crucial to academic achievement has been known for a long time, researchers have thus far been unable to identify what determines teacher quality (Rockoff 2004; Staiger and Rockoff 2010).”
Personalities and Public Sector Performance: Evidence from a Health Experiment in PakistanPreprint
Callen, M. J., Gulzar, S., Hasanain, S. A., Khan, M. Y., & Rezaee, A. (2015) · SSRN Electronic Journal · doi:10.2139/ssrn.2613671 · Cited by 24
Barrett, N., Strunk, K. O., & Lincove, J. A. (2021) · Education Economics · doi:10.1080/09645292.2021.1921111 · Cited by 17
“Two prior studies utilized simulations to test the labor market impacts of diminished tenure protections (Staiger & Rockoff, 2010; Rothstein, 2015).”
ResultPianta, R. C. (2016) · Wiley eBooks · doi:10.1002/9781119125556.devpsy415 · Cited by 27
Childcare Quality and Child Development
Araujo, M. C., Dormal, M., & Schady, N. (2018) · The Journal of Human Resources · doi:10.3368/jhr.54.3.0217.8572r1 · Cited by 51
Public and Private Employer Learning: Evidence from the Adoption of Teacher Value Added
Bates, M. (2019) · Journal of Labor Economics · doi:10.1086/705881 · Cited by 27
Do tests applied to teachers predict their effectiveness
Cruz-Aguayo, Y., Ibarrarán, P., & Schady, N. R. (2017) · Economics Letters · doi:10.1016/j.econlet.2017.06.035 · Cited by 22
“Research from the United States has generally been pessimistic about the ability of various tests to identify better teachers (Hanushek and Rivkin 2006; Staiger and Rockoff 2010).”
BackgroundHan, E. S. (2020) · Industrial Relations A Journal of Economy and Society · doi:10.1111/irel.12256 · Cited by 20
Teacher Performance Ratings and Professional Improvement
Koedel, C., Li, J., Springer, M. G., & Tan, L. (2018) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2018.1490471 · Cited by 29
“…human resource policies, real or hypothetical, such as selective retention policies (e.g., Hanushek, 2011; Springer, Swain, & Rodriguez, 2016; Staiger & Rockoff, 2010; Winters & Cowen, 2013) or task reallocation policies (e.g., see Condie, Lefgren, & Sims, 2014; Goldhaber, Cowan, & Walch,…”
Backes, B., Cowan, J., Goldhaber, D. D., Koedel, C., Miller, L. C., & Xu, Z. (2017) · Economics of Education Review · doi:10.1016/j.econedurev.2017.10.004 · Cited by 16
How Not to Fool Ourselves About Heterogeneity of Treatment Effects
von Hippel, P. T., & Schuetze, B. A. (2025) · Advances in Methods and Practices in Psychological Science · doi:10.1177/25152459241304347 · Cited by 29
“Because students are not assigned to teachers at random, value-added studies commonly control for prior test scores and other covariates (Staiger & Rockoff, 2010).”
Local supply, temporal dynamics, and unrealized potential in teacher hiring
James, J., Kraft, M. A., & Papay, J. P. (2023) · Journal of Policy Analysis and Management · doi:10.1002/pam.22496 · Cited by 17
“…systems, and merit-based pay (e.g., Adnot and Wyckoff 2015; Donaldson and Papay 2015; Jackson, Rockoff, and Staiger 2014; James and Wyckoff 2020), as well as to replace ineffective teachers with more effective teachers (Gordon, Kane, and Staiger 2006; Hanushek 2011; Staiger and Rockoff 2010).”
BackgroundTeacher-to-Classroom Assignment and Student Achievement
Graham, B. S., Ridder, G., Thiemann, P., & Zamarro, G. (2022) · Journal of Business and Economic Statistics · doi:10.1080/07350015.2022.2126480 · Cited by 11
Teachers’ unions, compensation, and tenure
West, K. L. (2015) · doi:10.1111/irel.12089 · Cited by 19
Metadata
- Authors
- Staiger, D. O., & Rockoff, J. E.
- Affiliations
- Dartmouth College (US)
- Columbia University (US)
- ORCID
- Staiger, Douglas O
- Venue
- Journal of Economic Perspectives
- Publisher
- American Economic Association
- Published
- 2010-08-01
- Volume
- 24
- Issue
- 3
- Pages
- 97-118
- ISSN
- 0895-3309 (ISSN-L)
- OpenAlex
- W2107815207
- Cited by
- 345
- References
- 0
- Citations by year
- 2026: 6 · 2025: 13 · 2024: 18 · 2023: 24 · 2022: 29 · 2021: 19 · 2020: 24 · 2019: 35 · 2018: 29 · 2017: 13 · 2016: 36 · 2015: 20 · 2014: 23 · 2013: 19 · 2012: 21
- FWCI
- 84.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Economic Perspectives (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Social Sciences › Education › Teacher Professional Development and Motivation
- Keywords
- teacher effectiveness, teacher employment, teacher evaluation, teacher retention, teacher turnover, teacher heterogeneity, academic performance, imperfect information, signaling, school leadership, novice teachers, teacher screening
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