[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600877-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600877-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","validating-teacher-effects-on-students-attitudes-and-behaviors-evidence-from-random-assignment-of-teachers-to-students","VALIDATING TEACHER EFFECTS ON STUDENTS’ ATTITUDES AND BEHAVIORS - EVIDENCE FROM RANDOM ASSIGNMENT OF TEACHERS TO STUDENTS","","Growing interest focuses on identifying teachers who improve student outcomes beyond test scores, yet concerns persist about whether teacher-effect estimates are valid. Using random assignment of teachers to classes, the study finds causal effects on students’ self-reported in-class behavior, math self-efficacy, and in-class happiness comparable to test-score effects. Weak cross-outcome correlations suggest distinct teacher skills.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/validating-teacher-effects-on-students-attitudes-and-behaviors-evidence-from-random-assignment-of-teachers-to-students/600877/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/validating-teacher-effects-on-students-attitudes-and-behaviors-evidence-from-random-assignment-of-teachers-to-students/600877.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What method does the paper use to assess teacher effects?","Question",{"text":63,"@type":64},"It leverages the random assignment of teachers to classes to estimate causal effects on multiple student outcomes.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which student outcomes show causal teacher effects beyond test scores?",{"text":68,"@type":64},"Teachers have causal effects on students’ self-reported classroom behavior, math self-efficacy, and happiness in class.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the paper’s cross-outcome results imply?",{"text":72,"@type":64},"Weak correlations between teacher effects across outcomes indicate these measures reflect unique skills rather than a single general dimension of effectiveness.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600877,1792165007,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","|  | VALIDATING TEACHER EFFECTS ON\u003Cbr>STUDENTS’ ATTITUDES AND BEHAVIORS: EVIDENCE FROM RANDOM ASSIGNMENT OF TEACHERS TO STUDENTS |\n| --- | --- |\n\nDavid Blazar  \nDepartment of Teaching and Learning, Policy and Leadership  \nCollege of Education University of Maryland College Park, MD 20742 [dblazar@umd.edu](dblazar@umd.edu)  \nAbstract  \nThere is growing interest among researchers, policy makers, and practitioners in identifying teachers who are skilled at improving student outcomes beyond test scores. However, questions remain about the validity of these teacher effect estimates. Leveraging the random assignment of teachers to classes, I find that teachers have causal effects on their students’ self-reported behavior in class, self-efficacy in math, and happiness in class that are similar in magnitude to effects on math test scores. Weak correlations between teacher effects on different student outcomes indicate that these measures capture unique skills that teachers bring to the classroom. Teacher effects calculated in nonexperimental data are related to these same outcomes following random assignment, revealing that they contain important information content on teachers. However, for some nonexperimental teacher effect estimates, large and potentially important degrees of bias remain. These results suggest that researchers and policy makers should proceed with caution when using these measures. They likely are more appropriate for low-stakes decisions—such as matching teachers to professional development—than for high-stakes personnel decisions and accountability.  \nThis paper is part of a series invited by this journal, in which authors present results of dissertation research receiving the Jean Flanigan Outstanding Dissertation Award from the Association for Education Finance and Policy.  \n[https://doi.org/10.1162/edfp_a_00251](https://doi.org/10.1162/edfp_a_00251)  \n© 2018 Association for Education Finance and Policy  \n1. INTRODUCTION  \nDecades’ worth of research on education production have narrowed in on the importance of teachers to student outcomes (Murnane and Phillips 1981; Todd and Wolpin 2003) . Over the last several years, these studies have coalesced around two key findings. First, teachers vary considerably in their abilities to improve students’ academic performance (Nye, Konstantopoulos, and Hedges 2004; Hanushek and Rivkin 2010), which in turn influences a variety of long-term outcomes including teenage pregnancy rates, college attendance, and earnings in adulthood (Chetty, Friedman, and Rockoff 2014b) . Second, experimental and quasi-experimental studies indicate that “value-added” approaches to estimating teachers’ contributions to student test scores are valid ways to identify effective teachers (Kane and Staiger 2008; Kane et al. 2013; Chetty, Friedman, and Rockoff 2014a; Glazerman and Protik 2015; Bacher-Hicks et al. 2017) . In other words, on average, these teacher effect estimates are not confounded with the nonrandom sorting of teachers to students, the specific set of students in the classroom, or factors beyond teachers’ control. Policy makers have taken notice of these findings, leading to widespread changes in teacher evaluation, compensation, and promotion.  \nWhile these studies have focused predominantly on teachers’ impact on students’academic performance, the research community is starting to collect evidence that teachers also vary in their contributions to a variety of other student outcomes in ways that are only weakly related to their effects on test scores (Jennings and DiPrete 2010; Jackson 2012; Gershenson 2016; Kraft, forthcoming) . For example, in work drawing on the study that generated data used in this paper, Blazar and Kraft (2017) found that teachers identified as 1 standard deviation (SD) above the mean in the distribution of effectiveness improved students’ self-reported behavior in class, self-efficacy in math, and happiness in class by between 0.15 SD to 0.30 SD. These effects are similar to or larg","cbCailaiae10Tyfk","https://ap.wps.com/l/cbCailaiae10Tyfk","pdf",262304,29,"English","# Abstract\n# Introduction\n## Teacher contributions beyond test scores","[{\"question\":\"What method does the paper use to assess teacher effects?\",\"answer\":\"It leverages the random assignment of teachers to classes to estimate causal effects on multiple student outcomes.\"},{\"question\":\"Which student outcomes show causal teacher effects beyond test scores?\",\"answer\":\"Teachers have causal effects on students’ self-reported classroom behavior, math self-efficacy, and happiness in class.\"},{\"question\":\"What do the paper’s cross-outcome results imply?\",\"answer\":\"Weak correlations between teacher effects across outcomes indicate these measures reflect unique skills rather than a single general dimension of effectiveness.\"}]","VALIDATING TEACHER EFFECTS ON STUDENTS’ ATTITUDES AND BEHAVIORS - EVIDENCE FROM RANDOM ASSIGNMENT OF TEACHERS TO STUDENTS | PDF",1792091559,73]