The Persistence of Teacher-Induced Learning
构建统计模型衡量教育干预效果的持久性，利用北卡罗来纳州数据发现教师引发的学习效果持久性低，三年内消退四分之三以上。
This paper constructs a statistical model of learning that suggests a systematic way of measuring the persistence of treatment effects in education. This method is straightforward to implement, allows for comparisons across educational treatments, and can be related to intuitive benchmarks. We demonstrate the methodology using student-teacher linked administrative data for North Carolina to examine the persistence of teacher quality. We find that teacher-induced learning has low persistence, with three-quarters or more fading out within one year. Other measures of teacher quality produce similar or lower persistence estimates.