Skip to main content

Main menu

  • Home
  • Content
    • Current
    • Ahead of print
    • Archive
    • Supplementary Material
  • Info for
    • Authors
    • Subscribers
    • Institutions
    • Advertisers
  • About Us
    • About Us
    • Editorial Board
  • Connect
    • Feedback
    • Help
    • Request JHR at your library
  • Alerts
  • Free Issue
  • Special Issue
  • Other Publications
    • UWP

User menu

  • Register
  • Subscribe
  • My alerts
  • Log in
  • My Cart

Search

  • Advanced search
Journal of Human Resources
  • Other Publications
    • UWP
  • Register
  • Subscribe
  • My alerts
  • Log in
  • My Cart
Journal of Human Resources

Advanced Search

  • Home
  • Content
    • Current
    • Ahead of print
    • Archive
    • Supplementary Material
  • Info for
    • Authors
    • Subscribers
    • Institutions
    • Advertisers
  • About Us
    • About Us
    • Editorial Board
  • Connect
    • Feedback
    • Help
    • Request JHR at your library
  • Alerts
  • Free Issue
  • Special Issue
  • Follow uwp on Twitter
  • Follow JHR on Bluesky
Research ArticleArticles

The Persistence of Teacher-Induced Learning

Brian A. Jacob, Lars Lefgren and David P. Sims
Journal of Human Resources, October 2010, 45 (4) 915-943; DOI: https://doi.org/10.3368/jhr.45.4.915
Brian A. Jacob
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
Lars Lefgren
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
David P. Sims
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
  • Article
  • Figures & Data
  • Info & Metrics
  • References
  • PDF
Loading

References

  1. ↵
    1. Angrist Joshua D.,
    2. Lavy Victor
    . 1999. “Using Maimonides Rule to Estimate the Effect of Class Size on Scholastic Achievement.” Quarterly Journal of Economics 114(2):533–75.
    OpenUrlCrossRefWeb of Science
  2. ↵
    1. Aaronson Daniel,
    2. Barrow Lisa,
    3. Sander William
    . 2007. “Teachers and Student Achievement in the Chicago Public High Schools.” Journal of Labor Economics 25(1):95–135.
    OpenUrlCrossRefWeb of Science
  3. ↵
    1. Andrabi Tahir,
    2. Das Jishnu,
    3. Khwaja Asim I.,
    4. Zajonc Tristan
    . 2008. “Do Value-Added Estimates Add Value? Accounting for Learning Dynamics.” Working Paper 158. Cambridge: Harvard Center for International Development.
  4. ↵
    1. Barnett W. Steven
    . 1985. “Benefit-Cost Analysis of the Perry Preschool Program and Its Policy Implications.” Educational Evaluation and Policy Analysis 7(4):333–42.
    OpenUrlCrossRef
  5. ↵
    1. Carrell Scott,
    2. West J.
    2008. “Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors.” Working Paper 14081. Cambridge: National Bureau of Economic Research.
  6. ↵
    1. Clotfelter Charles T.,
    2. Ladd Helen F.,
    3. Vigdor Jacob L.
    2007. “How and why do teacher credentials matter for student achievement?” Working Paper 12828. Cambridge: National Bureau of Economic Research.
  7. ↵
    1. Clotfelter Charles T.,
    2. Ladd Helen F.,
    3. Vigdor Jacob L.
    2006. “Teacher-Student Matching and the Assessment of Teacher Effectiveness.” Journal of Human Resources 41(4):778–820.
    OpenUrlAbstract/FREE Full Text
  8. ↵
    1. Currie Janet,
    2. Thomas Duncan
    . 1995. “Does Head Start Make A Difference?” The American Economic Review 85(3):341–64.
    OpenUrlCrossRefWeb of Science
  9. ↵
    1. Doran Harold,
    2. Izumi Lance
    . 2004. “Putting Education to the Test: A Value-Added Model for California.” San Francisco: Pacific Research Institute.
  10. ↵
    1. Figlio David N.,
    2. Kenney Lawrence W.
    2007. “Individual Teacher Incentives and Student Performance.” Journal of Public Economics 91(5):901–14.
    OpenUrlCrossRefWeb of Science
  11. ↵
    1. Goldhaber Dan,
    2. Anthony Emily
    . 2007. “Can Teacher Quality be Effectively Assessed? National Board Certification as a Signal of Effective Teaching.” Review of Economics and Statistics 89(1):134–50.
    OpenUrlCrossRefWeb of Science
  12. ↵
    1. Imbens Guido W,
    2. Joshua Angrist D.
    1994. “Identification and Estimation of Local Average Treatment Effects.” Econometrica 62(2):467–75.
    OpenUrlCrossRefWeb of Science
  13. ↵
    1. Jacob Brian A.,
    2. Lefgren Lars
    . 2008. “Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education.” Journal of Labor Economics 26(1):101–36.
    OpenUrlCrossRefWeb of Science
  14. ↵
    1. Jacob Brian A.,
    2. Lefgren Lars
    . 2007. “What Do Parents Value in Education? An Empirical Investigation of Parents’ Revealed Preferences for Teachers.” Quarterly Journal of Economics 122(4): 1603–37.
    OpenUrlCrossRef
  15. ↵
    1. Jacob Brian A.,
    2. Lefgren Lars
    . 2004. “Remedial Education and Student Achievement: A Regression-Discontinuity Analysis.” Review of Economics and Statistics 86(1):226–44.
    OpenUrlCrossRefWeb of Science
  16. ↵
    1. Jacob Brian A.,
    2. Levitt Steven
    . 2003. “Rotten Apples: An Investigation of the Prevalence and Predictors of Teacher Cheating.” Quarterly Journal of Economics 118(3):843–77.
    OpenUrlCrossRefWeb of Science
  17. ↵
    1. Kane Thomas J.,
    2. Rockoff Jonah E.,
    3. Staiger Douglas O.
    2008. “What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City.” Economics of Education Review 27(6):615–31.
    OpenUrlCrossRefWeb of Science
    1. Kane Thomas J.,
    2. Staiger Douglas O.
    2008. “Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation.” Working Paper 14607. Cambridge: National Bureau of Economic Research.
  18. ↵
    1. Kane Thomas J.,
    2. Staiger Douglas O.
    2002. “The Promises and Pitfalls of Using Imprecise School Accountability Measures.” Journal of Economic Perspectives 16(4):91–114.
    OpenUrlCrossRefWeb of Science
  19. ↵
    1. Krueger Alan B.,
    2. Whitmore Diane M.
    2001. “The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR.” Economic Journal 111(468):1–28.
    OpenUrlWeb of Science
  20. ↵
    1. Lockwood J. R.,
    2. McCaffrey Daniel F.,
    3. Mariano Louis T.,
    4. Setodji Claude
    . 2007. “Bayesian Methods for Scalable Multivariate Value-Added Assessment.” Journal of Educational and Behavioral Statistics 32(2):125–50.
    OpenUrlCrossRefWeb of Science
  21. ↵
    1. McCaffrey Daniel F.,
    2. Lockwood J. R.,
    3. Koretz Daniel,
    4. Louis Thomas A.,
    5. Hamilton Laura
    . 2004. “Models for Value-Added Modeling of Teacher Effects.” Journal of Educational and Behavioral Statistics 29(1):67–101.
    OpenUrlCrossRefWeb of Science
  22. ↵
    1. Morris Carl N.
    1983. “Parametric Empirical Bayes Inference: Theory and Applications.” Journal of the American Statistical Association 78(381):47–55.
    OpenUrlCrossRefWeb of Science
  23. ↵
    1. Nye Barbara,
    2. Hedges Larry V.,
    3. Konstantopoulos Spyros
    . 1999. “The Long-Term Effects of Small Classes: A Five-Year Follow-Up of the Tennessee Class Size Experiment.” Educational Evaluation and Policy Analysis 21(2):127–42
    OpenUrlCrossRefWeb of Science
  24. ↵
    1. Rivkin Steven G.,
    2. Hanushek Eric A.,
    3. Kain John F.
    2005. “Teachers, Schools, and Academic Achievement.” Econometrica 73(2):417–58.
    OpenUrlCrossRefWeb of Science
  25. ↵
    1. Rockoff Jonah E
    . 2004. “The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data,” American Economic Review 94(2):247–52.
    OpenUrlCrossRefWeb of Science
  26. ↵
    1. Rothstein Jesse
    . 2010. “Teacher Quality in Educational Production: Tracking, Decay and Student Achievement.” Quarterly Journal of Economics 125(1):175–214.
    OpenUrlCrossRefWeb of Science
  27. ↵
    1. Sass T
    . 2006. “Charter Schools and Student Achievement in Florida.” Education Finance and Policy 1(1):91–122.
    OpenUrlCrossRefWeb of Science
  28. ↵
    1. Todd P.,
    2. Wolpin K.
    2003. “On the Specification and Estimation of the Production Function for Cognitive Achievement.” Economic Journal 113(485):3–33.
    OpenUrlCrossRef
  29. ↵
    1. Todd P.,
    2. Wolpin K.
    2006. “The Production of Cognitive Achievement in Children: Home, School and Racial Test Score Gaps.” Working Paper 04-019. Philadelphia: Penn Institute for Economic Research.
PreviousNext
Back to top

In this issue

Journal of Human Resources
Vol. 45, Issue 4
2 Oct 2010
  • Table of Contents
  • Table of Contents (PDF)
  • Index by author
  • Ed Board (PDF)
Print
Download PDF
Article Alerts
Sign In to Email Alerts with your Email Address
Email Article

Thank you for your interest in spreading the word on Journal of Human Resources.

NOTE: We only request your email address so that the person you are recommending the page to knows that you wanted them to see it, and that it is not junk mail. We do not capture any email address.

Enter multiple addresses on separate lines or separate them with commas.
The Persistence of Teacher-Induced Learning
(Your Name) has sent you a message from Journal of Human Resources
(Your Name) thought you would like to see the Journal of Human Resources web site.
Citation Tools
The Persistence of Teacher-Induced Learning
Brian A. Jacob, Lars Lefgren, David P. Sims
Journal of Human Resources Oct 2010, 45 (4) 915-943; DOI: 10.3368/jhr.45.4.915

Citation Manager Formats

  • BibTeX
  • Bookends
  • EasyBib
  • EndNote (tagged)
  • EndNote 8 (xml)
  • Medlars
  • Mendeley
  • Papers
  • RefWorks Tagged
  • Ref Manager
  • RIS
  • Zotero
Share
The Persistence of Teacher-Induced Learning
Brian A. Jacob, Lars Lefgren, David P. Sims
Journal of Human Resources Oct 2010, 45 (4) 915-943; DOI: 10.3368/jhr.45.4.915
Twitter logo Facebook logo Mendeley logo
  • Tweet Widget
  • Facebook Like
  • Google Plus One
Bookmark this article

Jump to section

  • Article
    • Abstract
    • I. Introduction
    • II. A Statistical Model
    • III. Background
    • IV. Data
    • V. Results
    • VI. Conclusions
    • Footnotes
    • References
  • Figures & Data
  • Info & Metrics
  • References
  • PDF

Related Articles

  • No related articles found.
  • Google Scholar

Cited By...

  • How to Measure a Teacher: The Influence of Test and Nontest Value-Added on Long-Run Student Outcomes
  • Persistent Effects of Teacher-Student Gender Matches
  • Are Professors Worth It?: The Value-Added and Costs of Tutorial Instructors
  • Siblings, Teachers, and Spillovers on Academic Achievement
  • Beyond Levels and Growth: Estimating Teacher Value-Added and its Persistence
  • Google Scholar

More in this TOC Section

  • Licensure Tests and Teacher Supply
  • Closing the Gap Between Vocational and General Education?
  • Crossing Borders
Show more Articles

Similar Articles

UW Press logo

© 2025 Board of Regents of the University of Wisconsin System

Powered by HighWire