Teachers and Student Achievement in the Chicago Public High Schools

  title={Teachers and Student Achievement in the Chicago Public High Schools},
  author={Daniel Aaronson and Lisa Barrow and William Sander},
  journal={Journal of Labor Economics},
  pages={95 - 135}
We estimate the importance of teachers in Chicago public high schools using matched student‐teacher administrative data. A one standard deviation, one semester improvement in math teacher quality raises student math scores by 0.13 grade equivalents or, over 1 year, roughly one‐fifth of average yearly gains. Estimates are relatively stable over time, reasonably impervious to a variety of conditioning variables, and do not appear to be driven by classroom sorting or selective score reporting… 

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