RT Journal Article
SR Electronic
T1 The Persistence of Teacher-Induced Learning
JF Journal of Human Resources
JO J Hum Resour
FD University of Wisconsin Press
SP 915
OP 943
DO 10.3368/jhr.45.4.915
VO 45
IS 4
A1 Jacob, Brian A.
A1 Lefgren, Lars
A1 Sims, David P.
YR 2010
UL http://jhr.uwpress.org/content/45/4/915.abstract
AB This paper constructs a statistical model of learning that suggests a systematic way of measuring the persistence of treatment effects in education. This method is straightforward to implement, allows for comparisons across educational treatments, and can be related to intuitive benchmarks. We demonstrate the methodology using student-teacher linked administrative data for North Carolina to examine the persistence of teacher quality. We find that teacher-induced learning has low persistence, with three-quarters or more fading out within one year. Other measures of teacher quality produce similar or lower persistence estimates.