<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kraft, Matthew A.</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Resources</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2017-09-05 11:11:59</style></date></pub-dates></dates><elocation-id><style  face="normal" font="default" size="100%">0916-8265R3</style></elocation-id><doi><style  face="normal" font="default" size="100%">10.3368/jhr.54.1.0916.8265R3</style></doi><volume><style face="normal" font="default" size="100%"></style></volume><issue><style face="normal" font="default" size="100%"></style></issue><abstract><style  face="normal" font="default" size="100%">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.</style></abstract></record></records></xml>