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We examine the measurement and prediction of worker productivity using a sample of teachers and school principals. We find that principals' evaluations are positively associated with teachers' estimated contributions to students' test scores (value-added), and are better predictors of teacher value-added than are teacher credentials. Principals' assessments of teachers' cognitive and non-cognitive skills are strongly associated with principals' overall teacher evaluations and to a lesser extent with teacher value-added. While past teacher value-added predicts future value-added, principals' subjective ratings can provide additional information, particularly when prior value-added measures are based on a single year of teacher performance. ___________________________________ * This study is funded under grant R305M040121 from the U.S. Department of Education. We wish to thank Stacey Rutledge, William Ingle, Peter Hinrichs and participants in the NBER summer 2007 education workshop for their comments.

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The field of diversity and inclusion has experienced exponential growth over last 30 years. Yet, while these progressions have occurred, many of the core diversity and inclusion concepts have remained fairly stagnant. One critical example is around the concept of privilege. All of us find ourselves privileged in some way, but leaders in particular need to recognize and manage privilege to ensure inclusion in the workplace. Through personal examples and real stories, this chapter highlights the many positive outcomes leaders will experience by effectively managing privilege. These powerful outcomes include areas such as personal growth and effectiveness, more authentic relationships, increased levels of respect, expanded circle of influence, and maximized employee performance. To conclude, the authors look at the stages leaders go through before they are able to effectively manage this expanded view of privilege. These stages can be described as bliss, awareness, overprotection, enlightened, and ultimately managing privilege.