BEGIN:VCALENDAR VERSION:2.0 CALSCALE:GREGORIAN PRODID:iCalendar-Ruby BEGIN:VEVENT CATEGORIES:Lectures & Presentations DESCRIPTION:Economics Seminar | Heterogenous Teacher Effects\, Comparative Advantage\, and Match Quality: Evidence from Chicago Public Schools\, April 30\n\nThe Economics Seminar Series presents Dr. William Delgado discussing "Heterogenous Teacher Effects\, Comparative Advantage\, and Match Quality: Evidence from Chicago Public Schools" on Friday\, April 30\, from 3 to 4:1 5 p.m.\n\nDelgado is a Postdoctoral Researcher at the Harris School of Publ ic Policy at the University of Chicago.\n\nFor more information about the E conomics Seminars\, contact Dr. Roberto Duncan.\n\nAbstract: This paper int roduces a novel feature to value-added (VA) models of teacher quality and e stimates the potential benefits of using this feature as a policy tool. By capturing heterogeneity in teachers’ causal impacts on student outcomes acr oss student types (e.g.\, female and male)\, this feature identifies teache rs’ comparative advantage: the added effect on a student type relative to a nother. In turn\, this feature helps estimate match quality: the causal eff ects of teachers when matched to different classrooms. Specifically\, I ask (i) to what extent teachers’ VA estimates vary across student types\, (ii) whether these student-type specific VAs provide unbiased forecasts of teac hers’ causal impacts across student subgroups\, and (iii) what efficiency g ains (i.e.\, increase in student achievement) could be realized by incorpor ating student-type specific VAs into policy decisions. First\, I develop a flexible VA model with student-type specific teacher effects. By employing more than 1.7 million test scores from Chicago Public Schools\, I estimate gender- and race-specific teacher VAs and construct comparative advantage m easures (e.g.\, difference between female- and male-specific VAs) to captur e cross-type heterogeneities\nin teacher VAs. I find a large unexplained va riation in teacher comparative advantage (30–\n50 percent for gender and 40 –80 percent for race) after controlling for traditional measures of teacher quality. Second\, by exploiting changes in teaching staff as quasi-experim ent\, I find that comparative advantage measures accurately predict teacher s’ differential impacts across student subgroups. Third\, counterfactual te acher retention and reallocation policies that incorporate comparative adva ntage measures indicate efficiency gains of up to 8 percent. Findings sugge st that heterogeneity-based performance measures\, in particular comparativ e advantage measures of teacher quality\, can be a policy tool to improve e fficiency. DTEND:20210430T201500Z DTSTAMP:20241124T011147Z DTSTART:20210430T190000Z LOCATION: SEQUENCE:0 SUMMARY:Economics Seminar | Heterogenous Teacher Effects\, Comparative Adva ntage\, and Match Quality: Evidence from Chicago Public Schools\, April 30 UID:tag:localist.com\,2008:EventInstance_36096158584393 URL:https://calendar.ohio.edu/event/economics_webinar_9769 END:VEVENT END:VCALENDAR