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September 2017, Vol. 39, No. 3, pp. 429–447 DOI: 10.3102/0162373717691611  \n© 2017 AERA. [http://eepa.aera.net](http://eepa.aera.net)  \nMore Than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers’ Instruction  \nBenjamin Master  \nRAND Corporation  \nSusanna Loeb  \nStanford University  \nJames Wyckoff  \nUniversity of Virginia  \nEvidence that teachers’ short-term instructional effects persist over time and predict substantial long-run impacts on students’ lives provides much of the impetus for a wide range of educational reforms focused on identifying and responding to differences in teachers’ value-added to student learning. However, relatively little research has examined how the particular types of knowledge or skills that teachers impart to students contribute to their longer-term success. In this article, we investigate the persistence of teachers’value-added effects on student learning over multiple school years and across subject areas. We find that, in comparison with math teachers, English language arts (ELA) teachers’ impacts on same-subject standardized achievement scores are smaller in the year of instruction, but that teacher-induced gains to ELA achievement appear to reflect more broadly applicable skills that persist in supporting student learning in the long run across disciplines. Our results highlight important variation in the quality of teacher-induced learning for long-run success, distinct from the variation across teachers in more typically measured short-term learning effects.  \nKeywords: achievement, educational policy, middle schools, regression analyses, school/teacher effectiveness, teacher assessment  \nIntroduction  \nIndIvIdual K–12 teachers vary substantially in terms of their effects on students’ academic performance (Kane & Staiger, 2008; Nye, Konstantopoulos, & Hedges, 2004; Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004) . Moreover, teachers’ short-term effects on tested achievement have been shown to predict meaningful long-run outcomes in students’ lives, including their college attendance and future earnings (Chetty, Friedman, & Rockoff, 2011) . This link between teachers’ short-term instructional effects and corresponding long-run impacts provides much of the impetus for a wide range of educational reforms focused on identifying and  \nresponding to differences in teachers’ effects on students’ tested achievement. However, relatively little research has examined the mechanisms by which the particular knowledge or skills that teachers impart to students contribute to their longer-term success. Accordingly, policymakers frequently focus on the relative size of teachers’ short-term “value-added” impacts within a subject area but attend less to the types  \nof learning that teachers impart to students.  \nThe distinction between the magnitude and type of learning that teachers impart may be an important one. Recent research indicates that the type of outcome used to measure teachers’ shortterm impact is a key factor when assessing teachers’ effects on long-term outcomes. For example,  \nMaster et al.  \nresearchers have frequently observed that reading or English language arts (ELA) teachers have smaller short-term impacts on students’ relative achievement levels than math teachers (Kane & Staiger, 2008; Nye et al., 2004; Rockoff, 2004) . However, although Chetty and colleagues (2011) similarly find that ELA teachers’ effects on achievement are smaller than that of math teachers, they also find that an English teacher who raises students’ reading test scores by 1 unit hasan impact on long-term life outcomes approximately 1.7 times that of a teacher who does the same in math. Accounting for both of these differences, the authors find that, overall, similarly ranked math and ELA teachers predict long-run effects on students’ lives to a similar degree. In a separate example, Jackson (2012) finds that ninth-grade teacher effects on both","cbCaiqxErHQ15DLW","https://ap.wps.com/l/cbCaiqxErHQ15DLW","pdf",568454,"English","# Introduction\n## Teacher value-added and long-run outcomes\n## Measuring learning type versus impact magnitude\n## Comparing ELA and math teacher effects\n## Study approach and data sources","[{\"question\":\"What question does the article investigate about teachers’ value-added effects?\",\"answer\":\"It examines whether teachers’ short-term impacts persist over multiple school years and how the types of knowledge or skills teachers impart contribute to students’ longer-term success across subject areas.\"},{\"question\":\"How do ELA teachers’ short-term effects compare with math teachers’ effects?\",\"answer\":\"ELA teachers have smaller impacts on same-subject standardized achievement scores in the year of instruction compared with math teachers.\"},{\"question\":\"Why do the findings suggest ELA gains may matter for long-run success differently?\",\"answer\":\"The teacher-induced gains in ELA appear to reflect broadly applicable skills that persist in supporting student learning over the long run across disciplines.\"}]","More Than Content - The Persistent Cross-Subject Effects of English Language Arts Teachers’ Instruction | PDF",1792094866,48]