High School Teachers and College-Relevant Skill Production: Evidence from ACT Score Value Added

• In Event: Teacher Value Added and Long-Run Student Outcomes

Abstract

The transition from high school to college is crucial for children’s later life outcomes, yet little is known about the role of high school educational inputs in developing skills relevant to college coursework. I estimate high school teacher value added on ACT scores using administrative data from North Carolina. I then evaluate how exposure to teachers with high ACT score value added impacts college enrollment and performance. I find that ACT score value added varies substantially across math and English teachers, indicating that some generate larger gains in ACT performance. Exposure to teachers with high ACT score value added increases on-time 4-year college enrollment and enrollment in selective 4-year colleges, decreases 2-year college enrollment, and improves 4-year college performance. A one standard deviation increase in math ACT score value added increases the likelihood of completing a 4-year college degree within 5 years of high school completion by 8% due to increased 4-year college enrollment, increased enrollment in selective 4-year colleges with high completion rates, and improved college performance. My results suggest that high school teachers have significant scope to influence the production of college-relevant skills.

Author

• Hema Shah, Duke University
  Presenting Author