Teacher Value Added in a Low-Income Country
利用巴基斯坦数据，研究发现现有方法能可靠估计教师增值，有效教师能大幅提升学习效果，但教师可观测特征仅解释不到5%的增值差异；公立教师工资与增值无关，而私立教师工资与之相关，临时合同教师与永久教师的增值分布相似。
Using data from Pakistan, we show that existing methods produce unbiased and reliable estimates of teacher value added (TVA) despite significant differences in context. Although effective teachers increase learning substantially, observed teacher characteristics account for less than 5 percent of the variation in TVA. The first two years of tenure and content knowledge correlate with TVA in our sample. Wages for public sector teachers do not correlate with TVA, although they do in the private sector. Finally, teachers newly entering on temporary contracts with 35 percent lower wages have similar distributions of TVA to the permanent teaching workforce.