This study examined whether being taught by a teacher with a high "value-added" improves a student's long-term outcomes. The study analyzed more than 20 years of data for nearly one million fourth- through eighth-grade students in a large urban school district. The study reported that having a teacher with a higher level of value-added was associated with higher test scores, lower rates of teen pregnancy, higher probability of college attendance and college quality, higher earnings growth in their 20s, higher rates of saving for retirement, and higher neighborhood quality. The study is not a randomized controlled trial and, therefore, cannot receive the highest rating of meets What Works Clearinghouse (WWC) evidence standards. It used a quasi-experimental design, but did not clearly establish that students with and without high value-added teachers were similar before exposure to the teachers. Once the WWC conducts a more thorough review (forthcoming), it will be able to determine whether the study meets WWC evidence standards with reservations. [The following study is reviewed in this What Works Clearinghouse Quick Review: "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood. NBER Working Paper No. 17699" (ED528374).]