Faculty Research Fellow at the National Bureau of Economic Research
Pro to the question "Is the Use of Standardized Tests Improving Education in America?"
"One method [of measuring teacher quality] is to evaluate teachers based on their impacts on students’ test scores, commonly termed the 'value-added' (VA) approach. A teacher's value-added is defined as the average test-score gain for his or her students, adjusted for differences across classrooms in student characteristics such as prior scores. School districts from Washington D.C. to Los Angeles have begun to use VA to evaluate teachers. Proponents argue that using VA can improve student achievement... while critics argue that test score gains are poor proxies for a teacher’s true quality...
We find that students assigned to higher VA teachers are more successful in many dimensions. They are more likely to attend college, earn higher salaries, live in better neighborhoods, and save more for retirement. They are also less likely to have children as teenagers..."
Cowritten with Raj Chetty and John N. Friedman, "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood [Executive Summary]" Harvard University Research Computing Group website, Dec. 2011
Experts Individuals with PhDs or equivalent advanced degrees in fields relevant to the study of education. Also top-level government officials (such as foreign leaders, US presidents, Founding Fathers, Supreme Court Justices, members of legislative bodies, cabinet members, military leaders, etc.) with positions relevant to education.
Involvement and Affiliations:
Faculty Research Fellow, Economics of Education and Public Economics Programs, National Bureau of Economic Research
Sidney Taurel Associate Professor of Business, Columbia University Graduate School of Business, 2010-present (Associate Professor, 2008-2009, Assistant Professor, 2004-2007)
Research Collaborator, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Referee, Institute of Education Sciences, National Science Foundation and Smith Richardson Foundation
Reviewer, American Economic Review, Econometrica, Economics of Education Review, Education Next, Educational Evaluation and Policy Analysis, Education Finance and Policy, Quarterly Journal of Economics, and other journals
Research Advisor, New York State Regents Task Force on Teacher and Principal Effectiveness
Advisor, Schoolnet Inc.
Member, US Department of Education Technical Working Group on the Teacher Quality Distribution Study by Mathematica Inc.
Member, Teach For America Research Advisory Panel
Member, American Enterprise Institute Future of American Education Working Group
Author, The Hamilton Project, Brookings Institution
Cowritten with Raj Chetty and John N. Friedman, "Great Teaching: Measuring Its Effects on Students' Future Earnings," Education Next, Summer 2012
Cowritten with Raj Chetty and John N. Friedman, "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood [Executive Summary]," Harvard University Research Computing Group website, Dec. 2011
Cowritten with Cecilia Speroni, "Subjective and Objective Evaluations of Teacher Effectiveness: Evidence from New York City," Labour Economics, Oct. 2011
Cowritten with Brian A. Jacob, "Organizing Schools to Improve Student Achievement: Start Times, Grade Configurations, and Teacher Assignments," The Hamilton Project, Brookings.edu, Sep. 2011
Cowritten with J.J. Prescott, "Do Sex Offender Registration and Notification Laws Affect Criminal Behavior?," Journal of Law and Economics, Feb. 2011
Cowritten with Brian A. Jacob, Thomas J. Kane, and Douglas O. Staiger, "Can You Recognize an Effective Teacher When You Recruit One?," Education Finance and Policy, Winter 2011
Cowritten with Randall Reback and Heather L. Schwartz, "Under Pressure: Job Security, Resource Allocation, and Productivity in Schools Under NCLB," National Bureau of Economic Research website, Jan. 2011
Cowritten with Benjamin B. Lockwood, "Stuck in the Middle: Impacts of Grade Configuration in Public Schools," Columbia.edu, June 2010
Cowritten with Douglas O. Staiger, "Searching for Effective Teachers with Imperfect Information," Journal of Economic Perspectives, Summer 2010
Cowritten with Donald Boyd, Hamilton Lankford, Susanna Loeb, and James Wyckoff, "The Narrowing Gap in New York City Teacher Qualifications and Its Implications for Student Achievement in High-Poverty Schools," National Bureau of Economic Research website, June 2008
Cowritten with Thomas J. Kane and Douglas O. Staiger, "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City," National Bureau of Economic Research website, Apr. 2006