By employing an extraordinarily rich data set for achievement of students in the State of Texas, we can provide quite precise answers to each of those questions. The data contain 3rd, 4th, 5th and 6th grade test scores for one cohort of students (4th graders in 1994) and 3rd, 4th and 5th grade test scores for 4th graders in 1993 and 1995. The multiple cohorts and grades permit identification of the importance of specific teachers versus the school as a whole. And, the very large samples, exceeding 3,000 schools and one half million students, remove much of the ambiguity about the effects of observable teacher characteristics such as class size, experience and education. While small effects of these factors could be difficult to detect in many samples previously used, such is not the case here.
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