Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina / C. Kirabo Jackson.

Format:

Book

Author/Creator:

Jackson, C. Kirabo.

Contributor:

National Bureau of Economic Research.

Series:

Working Paper Series (National Bureau of Economic Research) no. w18624.

NBER working paper series no. w18624

Language:

English

Physical Description:

1 online resource: illustrations (black and white);

Place of Publication:

Cambridge, Mass. National Bureau of Economic Research 2012.

Summary:

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). Consistent with the model, results from administrative data show that teachers have causal effects on skills not measured by testing, but reflected in absences, suspensions, grades, and on-time grade progression. Teacher effects on these non-test-score outcomes in 9th grade predict longer-run effects on high-school completion and proxies for college-going--above and beyond their effects on test scores. Effects on non-test-score outcomes are particularly important for English teachers for whom including effects on the non-test-score outcomes triples the predicable variability of teacher effects on longer-run outcomes.

Notes:

Print version record

December 2012.