Teachers, Schools, and Academic Achievement (the teacher-quality magnitude)
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (with Rockoff 2004 companion) · 2005
grade Bquasi-experimentindependentreplicated
Sample
>500,000 Texas students
Population
Texas elementary students.
Design
Within-school gains models; semiparametric lower bound.
Key findings
Teacher quality is the largest measured within-school factor — and it is invisible on paper. The variance is real; credentials don't predict it.
Genetic confound
Within-school gains net out stable student differences; residual dynamic sorting is the bias the validation literature bounds.
Replication notes
Foundational; replicated across states and specifications.
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| 1 SD of teacher quality | SD/yr | >=0.11 math (lower bound; CFR: ~0.14 math / 0.08 ELA) — exceeds a 10-student class-size cut | standardized | annual | none | not-applicable | domain-skill |
| Observable credentials | prediction | ~none: certification null, master's null, experience gains concentrated in years 1-5 | standardized | n/a | none | not-applicable | domain-skill |
Cited by
- Teacher quality — selection over credentials and workshopsstrong supportconf: highgc: low