Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina
NBER Working Paper No. 18624
---- Acknowledgements -----
I thank David Figlio, Jon Guryan, Simone Ispa-Landa, Clement Jackson, Mike Lovenheim, James Pustejovsky, and Steven Rivkin for insightful and helpful comments. I also thank Kara Bonneau from the NCERDC and Shayna Silverstein. This research was supported by funding from the Smith Richardson Foundation. The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research.