Teacher Value-Added and Student Outcomes in Adulthood (Essay Sample)

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Rhetorical Analysis of NBER Working Paper 17699 “The Long-term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood”
Raj Chetty, John N. Friedman, and Jonah E. Rockoff working paper write about the impact of teachers on students in the long term. The development of the working paper emanates from the ambiguity of policies on assessing the quality of teachers. Improve quality of education for children is said to improve on future earnings of the students. In elementary schools, it is difficult to assess the impacts owing to the increase in the number of factors to considers and the controversy about the best way to measuring teacher quality. The value-added approach in measuring teacher quality looks at the impact of teachers on the score of students from standardized tests.
There have been queries on the appropriateness of the use of the Value-Added methodology in the assessment of teacher quality. The paper uses value-added data to explore the impact of teachers on the lives of students after school. The Working paper 17699 “The Long-term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood” explores and responds to the question of whether the impact of teachers on student scores is an acceptable benchmark of their quality. The paper focuses on two central issues of whether value-added is an unbiased measure to teachers’ impact on students and if value-added improves on learner long-term outcomes.
The paper begins with a comprehensive discussion of the issue of teacher quality then proceeds to impact. The measure of teacher quality using the teacher value-added methodology is the primary issue of concern. It is noted that, in cases where a high value-added teacher, for example, rated at the top 5 percent, joins a specific school, at the end of that school year, there is substantial improvement in the grades for the subject. The report also notes that students who assigned to high value-added teachers become more likely to attain university education, and generate higher income during the adulthood years. They also have lower potential of experiencing early childhood pregnancies. The study further indicates that replacing a low performing teacher with an average value-added teacher is likely to increase the average lifetime income. The authors also show that having a better teacher for only one subject increase the probability of a student attending college by 0.5 percent. Retaining an instructor whose value-added is at the top 5 percent improves significantly on bonus payments.
I think the authors make a substantial point in addressing the critical issue of the contribution of teachers in the lives of students in the long-term. The working paper report concludes that for instructors whose learners exhibit high grades on the test scores, or the high value-added instructors play a significant role in the future success of the students. Such contributions in the success of the students as from young adulthood stages include issue