We study the returns to experience in teaching, estimated using supervisor ratings from classroom observations. We describe the assumptions required to interpret changes in observation ratings over time as the causal effect of experience on performance. We compare two difference‐in‐differences strategies: the two‐way fixed effects estimator common in the literature, and an alternative which avoids potential bias arising from effect heterogeneity. Using data from Tennessee and Washington, DC, we show empirical tests relevant to assessing the identifying assumptions and substantive threats—e.g., leniency bias, manipulation, changes in incentives or job assignments—and find our estimates are robust to several threats.

中文翻译：

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使用主管对观察到的表现进行评分来衡量经验回报：以课堂教师为例

我们研究教学经验的回报，并使用课堂观察中的主管评分进行估计。我们描述了将观察评级随时间的变化解释为经验对绩效的因果影响所需的假设。我们比较了两种双重差分策略：文献中常见的双向固定效应估计器，以及避免效应异质性引起的潜在偏差的替代方案。使用田纳西州和华盛顿特区的数据，我们展示了与评估识别假设和实质性威胁（例如宽大偏见、操纵、激励措施或工作分配的变化）相关的实证检验，并发现我们的估计对于几种威胁是稳健的。