OK Boomer: Generational differences in teacher quality

Abstract

We document that recent generations of elementary school teachers are significantly more effective at raising math test scores for students than those from earlier generations. Measuring teachers’ value-added for Black and White students separately, the improvements in teaching for Black students are significantly larger than those seen for White students. For reading, we find no evidence of generational differences in either overall or race-specific teacher quality. The race-specific improvements in teacher quality in math are driven by White teachers. Our results suggest reason for optimism since these teacher quality differences should lead to improved student learning and a narrowing of the Black-White test score gap over time.