id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
epaa-1264	Adler, Moshe	Findings vs. Interpretation in “The Long-Term Impacts of Teachers” by Chetty et al.	2013	14	.pdf	application/pdf	6200	273	55	In fact, the range of teacher value-added in the Chetty et al. data is from about -0.18 to +0.18, or a maximum difference of about 0.36 teacher-level standard deviations.6 Students cannot be assigned to the high value-added teachers that the Chetty et al. statement mentions because such high value-added teachers simply do not exist. 12/03/2012 Twitter: @epaa_aape Accepted: 12/31/2012 SPECIAL ISSUE Value-Added: What America’s Policymakers Need to Know and Understand education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 21 Number 10 February 1st, 2013 ISSN 1068-2341 Findings vs. Interpretation in “The Long-Term Impacts of Teachers” by Chetty et al.	cache/epaa-1264.pdf	txt/epaa-1264.txt