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] |
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| Database: | Education Research Complete |
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