Findings vs. Interpretation in "The Long-Term Impacts of Teachers" by Chetty et al.
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| Title: | Findings vs. Interpretation in "The Long-Term Impacts of Teachers" by Chetty et al. |
|---|---|
| Alternate Title: | Resultados vs interpretación en "Los efectos a largo plazo de los docentes". Resultados versus desempenho "impacto de longo prazo de professores". |
| Authors: | Adler, Moshe1,2 ma820@columbia.edu |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 2/1/2013, Vol. 21 Issue 10, p1-14. 14p. |
| Subject Terms: | *Teacher evaluation, *Value-added assessment (Education), *Adults, *Test scoring, Income |
| Abstract (English): | The authors of the study "The Long-Term Impact of Teachers" claim that their study shows that increases in teacher value-added lead to significant and lasting increases in test scores and significant increases in income that will last throughout adulthood. Instead, I show that these claims are false because they are contradicted by the findings of the study itself. In fact, the results of the Chetty et al. study raise serious questions about the benefits of using the value-added method for evaluating teachers. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Los autores del estudio "El impacto a largo plazo de maestros" (original en inglés "The Long-Term Impact of Teachers") afirman que su estudio demuestra que aumentos en el valor agregado de los docentes conducen a aumentos significativos y duraderos en pruebas de resultados académicos y aumentos significativos en los ingresos económicos a lo largo de la edad adulta. Por el contrario, mostramos que estas afirmaciones son falsas, ya que se contradicen con las conclusiones del propio estudio. Así, los resultados del estudio de Chetty et al. plantean serias dudas sobre los beneficios de usar el método de valor agregado para la evaluación de los docentes. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Os autores do estudo "O impacto de longo prazo de professores" dizem que seu estudo mostra que os aumentos no valor agregado dos professores leva a aumentos significativos e duradouros em provas de desempenho acadêmico e aumentos significativos de renda durante a vida adulta. Contrariamente nós mostramos que essas alegações são falsas, e que contradizem as conclusões do próprio estudo. Assim, os resultados do estudo Chetty et al. levantam sérias dúvidas sobre os benefícios de usar modelos de valor agregado para avaliar os professores. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 85757849 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Findings vs. Interpretation in "The Long-Term Impacts of Teachers" by Chetty et al. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Resultados vs interpretación en "Los efectos a largo plazo de los docentes".<br />Resultados versus desempenho "impacto de longo prazo de professores". – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Adler%2C+Moshe%22">Adler, Moshe</searchLink><relatesTo>1,2</relatesTo><i> ma820@columbia.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Policy+Analysis+Archives+%2F+Archivos+Analíticos+de+Políticas+Educativas+%2F+Arquivos+Analíticos+de+Políticas+Educativas%22">Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas</searchLink>. 2/1/2013, Vol. 21 Issue 10, p1-14. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Value-added+assessment+%28Education%29%22">Value-added assessment (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Test+scoring%22">Test scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Income%22">Income</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The authors of the study "The Long-Term Impact of Teachers" claim that their study shows that increases in teacher value-added lead to significant and lasting increases in test scores and significant increases in income that will last throughout adulthood. Instead, I show that these claims are false because they are contradicted by the findings of the study itself. In fact, the results of the Chetty et al. study raise serious questions about the benefits of using the value-added method for evaluating teachers. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Los autores del estudio "El impacto a largo plazo de maestros" (original en inglés "The Long-Term Impact of Teachers") afirman que su estudio demuestra que aumentos en el valor agregado de los docentes conducen a aumentos significativos y duraderos en pruebas de resultados académicos y aumentos significativos en los ingresos económicos a lo largo de la edad adulta. Por el contrario, mostramos que estas afirmaciones son falsas, ya que se contradicen con las conclusiones del propio estudio. Así, los resultados del estudio de Chetty et al. plantean serias dudas sobre los beneficios de usar el método de valor agregado para la evaluación de los docentes. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Portuguese) Group: Ab Data: Os autores do estudo "O impacto de longo prazo de professores" dizem que seu estudo mostra que os aumentos no valor agregado dos professores leva a aumentos significativos e duradouros em provas de desempenho acadêmico e aumentos significativos de renda durante a vida adulta. Contrariamente nós mostramos que essas alegações são falsas, e que contradizem as conclusões do próprio estudo. Assim, os resultados do estudo Chetty et al. levantam sérias dúvidas sobre os benefícios de usar modelos de valor agregado para avaliar os professores. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Teacher evaluation Type: general – SubjectFull: Value-added assessment (Education) Type: general – SubjectFull: Adults Type: general – SubjectFull: Test scoring Type: general – SubjectFull: Income Type: general Titles: – TitleFull: Findings vs. Interpretation in "The Long-Term Impacts of Teachers" by Chetty et al. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Adler, Moshe IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: 2/1/2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 10682341 Numbering: – Type: volume Value: 21 – Type: issue Value: 10 Titles: – TitleFull: Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas Type: main |
| ResultId | 1 |
