Abstract

ABSTRACT:

I exploit the random assignment of class rosters in the MET Project to estimate teacher effects on students’ performance on complex open-ended tasks in math and reading, as well as their growth mindset, grit, and effort in class. I find large teacher effects across this expanded set of outcomes, but weak relationships between these effects and performance measures used in current teacher evaluation systems including value-added to state standardized tests. These findings suggest teacher effectiveness is multidimensional, and high-stakes evaluation decisions are only weakly informed by the degree to which teachers are developing students’ complex cognitive skills and social-emotional competencies.

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Additional Information

ISSN
1548-8004
Print ISSN
0022-166X
Pages
pp. 1-36
Launched on MUSE
2019-01-14
Open Access
No
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