Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement
NBER Working Paper No. 14442
---- Acknowledgments ----
Earlier versions of this paper circulated under the title "Do Value Added Models Add Value?" I am grateful to Nathan Wozny and Enkeleda Gjeci for exceptional research assistance. I thank Orley Ashenfelter, Henry Braun, David Card, Henry Farber, Bo Honor, Brian Jacob, Tom Kane, Larry Katz, Alan Krueger, Sunny Ladd, David Lee, Lars Lefgren, Austin Nichols, Amine Ouazad, Mike Rothschild, Cecilia Rouse, Diane Schanzenbach, Eric Verhoogen, Tristan Zajonc, anonymous referees, and conference and seminar participants for helpful conversations and suggestions. I also thank the North Carolina Education Data Research Center at Duke University for assembling, cleaning, and making available the confidential data used in this study. Financial support was generously provided by the Princeton Industrial Relations Section and Center for Economic Policy Studies and the U.S. Department of Education (under grant R305A080560). The views expressed herein are those of the author(s) and do not necessarily reflect the views of the National Bureau of Economic Research.