A few days ago, I published a post about a paper by Kirabo Jackson, explaining that the non-cognitive effects of teachers are often more important than the test scores of their students.
As it happened, mathematician Robert Berkman read the paper and explains here why it is another nail in the coffin of value-added measures, which judge teacher quality by the rise or fall of student test scores.
In this post, I’m going to examine one of the studies that no doubt had a profound impact on the members of AMSTAT that led them to this radical (but self-evident) conclusion. In 2012, the researcher C. Kirabo Jackson at Northwestern University published a “working paper” for the National Bureau of Economic Research, a private, nonprofit, nonpartisan research organization dedicated to promoting a greater understanding of how the economy works (I’m quoting here from their website.) The paper, entitled “Non-Cognitive…
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