New Teachers' Early Results Predictive Of Long-Term Success

This paper employs data from New York City to explores the extent to which measures of teacher effectiveness during the first two years reliably predicts future performance.

The findings suggest that early career experiences may provide useful insights regarding future performance and offer opportunities to better understand how to improve teacher effectiveness.

The paper presents evidence not only about the predictive power of early value-added scores, but also on the limitations and imprecision of those predictions.

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