Working Paper: CEPR ID: DP10283
Authors: Michela Braga; Marco Paccagnella; Michele Pellizzari
Abstract: This paper estimates the impact of college teaching on students' academic achievement and labor market outcomes using administrative data from Bocconi University matched with Italian tax records. The estimation exploits the random allocation of students to teachers in a fixed sequence of compulsory courses. We find that the academic and labor market returns of teachers are only mildly positively correlated and that the professors who are best at improving the academic achievement of their best students are not always also the ones who boost their earnings the most, especially for the least able students.
Keywords: Higher Education; Teacher Quality
JEL Codes: I20; M55
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Academic Returns (I26) | Labor Market Returns (J29) |
| High-Ability Students (D29) | Labor Market Returns (J29) |
| Low-Ability Students (D29) | Labor Market Returns (J29) |
| Teaching Quality (A29) | Academic Returns (I26) |
| Teaching Quality (A29) | Labor Market Returns (J29) |
| Teaching Effectiveness (A29) | Academic Returns (I26) |
| Teaching Effectiveness (A29) | Labor Market Returns (J29) |