Abstract
In this paper, we measure the extent to which subjective and objective evaluations of new teachers in New York City can predict their future impacts on student achievement. Specifically, we examine evaluations of applicants to an alternative certification program, evaluations of new teachers by mentors that work with them during their first year, and evaluations based on student achievement data from their first year of teaching. We use a large sample, relative to prior work, and, unlike other studies (with the exception of John H. Tyler et al. (2010)), we examine subjective evaluations made by professionals as part of their jobs, not survey responses.
The PDF above is a preprint version of the article. The final version may be found at http://dx.doi.org/10.1016/j.labeco.2011.02.004