What Do Test Scores Miss? The Importance of Teacher Effects on Non-Test Score Outcomes

62 Pages Posted: 9 May 2016

Date Written: May 2016

Abstract

This paper extends the traditional test-score value-added model of teacher quality to allow for the possibility that teachers affect a variety of student outcomes through their effects on both students’ cognitive and noncognitive skill. Results show that teachers have effects on skills not measured by test-scores, but reflected in absences, suspensions, course grades, and on-time grade progression. Teacher effects on these non-test-score outcomes in 9th grade predict effects on high-school completion and predictors of college-going—above and beyond their effects on test scores. Relative to using only test-score measures of teacher quality, including both test-score and non-test-score measures more than doubles the predictable variability of teacher effects on these longer-run outcomes.

Suggested Citation

Kirabo Jackson, C., What Do Test Scores Miss? The Importance of Teacher Effects on Non-Test Score Outcomes (May 2016). NBER Working Paper No. w22226. Available at SSRN: https://ssrn.com/abstract=2777314

C. Kirabo Jackson (Contact Author)

Northwestern University ( email )

2001 Sheridan Road
Evanston, IL 60208
United States

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