Generalizations about Using Value-Added Measures of Teacher Quality
总结了教师对学生成绩贡献的两大共识：教师质量差异显著，而学历、经验等常见变量几乎无法解释这种差异（早期经验除外）。
The extensive investigation of the contribution of teachers to student achievement produces two generally accepted results. First, there is sub stantial variation in teacher quality as measured by the value added to achievement or future aca demic attainment or earnings. Second, variables often used to determine entry into the profession and salaries, including post-graduate schooling, experience, and licensing examination scores, appear to explain little of the variation in teacher quality so measured, with the exception of early experience. Together these findings underscore explicitly that observed teacher characteristics do not represent teacher quality.