Teacher Quality at the High School Level: The Importance of Accounting for Tracks
研究发现高中教师效应常与分轨选择和分轨层面的处理效应混淆，传统检验存在偏误；在纠正偏误后，高中代数与英语教师的考试成绩效应小于以往研究，增值评估对未来表现的预测力较弱。
Unlike in elementary school, high school teacher effects may be confounded with both selection to tracks and track-level treatments. I document confounding track effects and show that traditional tests for the existence of teacher effects are biased. After accounting for biases, high school algebra and English teachers have smaller test score effects than found in previous studies and value-added estimates are weak predictors of teachers' future performance. Results indicate that either (a) teachers are less influential in high school than in elementary school or (b) test score effects are a weak measure of teacher quality at the high school level.