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02 Jan 2023
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Academic and life-long success. However, little is known about specific dimensions of
Teaching practice that explain these relationships or whether these effects differ between
Academic and “non-cognitive” outcomes. Drawing on data from teachers in four urban
School districts, I document the relationship between individual teachers and students’
Math performance, as well as their self-reported self-efficacy in math, happiness in class,
And behavior in class. In addition, I estimate the relationship between domains of
Teaching practice captured by two observation instruments and the set of student
Outcomes. Finally, I examine the predictive validity of teacher effect estimates on
Students’ attitudes and behaviors amongst a subset of teachers who were randomly
Assigned to class rosters within schools
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