Considerable controversy surrounds the impact of schools and teachers on the achievement of students. This paper disentangles the separate factors influencing achievement with special attention given to the role of teacher differences and other aspects of schools. Unique matched panel data from the Harvard/UTD Texas Schools Project permit distinguishing between total effects and the impact of specific, measured components of teachers and schools. While schools are seen to have powerful effects on achievement differences, these effects appear to derive most importantly from variations in teacher quality. A lower bound suggests that variations in teacher quality account for at least 7« percent of the total variation in student achievement, and there are reasons to believe that the true percentage is considerably larger. The subsequent analysis estimates educational production functions based on models of achievement growth with individual fixed effects. It identifies a few systematic factors a negative impact of initial years of teaching and a positive effect of smaller class sizes for low income children in earlier grades but these effects are very small relative to the effects of overall teacher quality differences.

Teachers, Schools, and Academic Achievement

N RECENT YEARS, public and professional interest in schools has been heightened by a spate of reports, many of them critical of current school policy.' These policy documents have added to persistent and long-standing concerns about the cost, effectiveness, and fairness of the current school structure, and have made schooling once again a serious public issue. As in the past, however, any renewed interest in education is likely to be short-lived, doomed to dissipate as frustration over the inability of policy to improve school practice sets in. This frustration about school policy relates directly to knowledge about the educational production process and in turn to underlying research on schools. Although the educational process has been extensively researched, clear policy prescriptions flowing from this research have been difficult to derive.2 There exists, however, a consistency to the research findings that does have an immediate application to school policy: Schools differ dramatically in "quality,"

https://www.jstor.org/stable/pdfplus/2725865.pdf

The Economics of Schooling: Production and Efficiency in Public Schools.

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of teachers and schools. Semiparametric lower bound estimates of the variance in teacher quality based entirely on within-school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience. The results suggest that the effects of a costly ten student reduction in class size are smaller than the benefit of moving one standard deviation up the teacher quality distribution, highlighting the importance of teacher effectiveness in the determination of school quality.

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This paper conceives of residential segregation as a multidimensional phenomenon varying along 5 distinct axes of measurement: evenness exposure concentration centralization and clustering. 20 indices of segregation are surveyed and related conceptually to 1 of the 5 dimensions. Using data from a large set of US metropolitan areas the indices are intercorrelated and factor analyzed. Orthogonal and oblique rotations produce pattern matrices consistent with the postulated dimensional structure. Based on the factor analyses and other information 1 index was chosen to represent each of the 5 dimensions and these selections were confirmed with a principal components analysis. The paper recommends adopting these indices as standard indicators in future studies of segregation. (authors)

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The Dimensions of Residential Segregation

We present a model that links heterogeneity of preferences across ethnic groups in a city to the amount and type of public good the city supplies. We test the implications of the model with three related datasets: US cities, US metropolitan areas, and US urban counties. Results show that productive public goods -- education, roads, libraries, sewers and trash pickup -- in US cities (metro areas/urban counties) are inversely related to the city's (metro area's/county's) ethnic fragmentation, even after controlling for other socioeconomic and demographic determinants. Ethnic fragmentation is negatively related to the share of local spending on welfare. The results are mainly driven by observations in which majority whites are reacting to varying sizes of minority groups. We conclude that ethnic conflict is an important determinant of local public finances.

Public Goods and Ethnic Divisions

I. Negro residential segregation, 176. — II. Segregation in Detroit and Chicago, 178. — III. The distribution of negro employment, 179. — IV. Negro employment by occupation and industry, 183. — V. The level of nonwhite employment, 189. — VI. Suburbanization and negro employment, 191. — VII. Postwar dispersal of employment and population in Chicago, 192. — VIII. Conclusions, 196.

Housing Segregation, Negro Employment, and Metropolitan Decentralization

Many school districts experience difficulties attracting and retaining teachers, and the impending retirement of a substantial fraction of public school teachers raises the specter of severe shortages in some public schools. Schools in urban areas serving economically disadvantaged and minority students appear particularly vulnerable. This paper investigates those factors that affect the probabilities that teachers switch schools or exit the public schools entirely. The results indicate that teacher mobility is much more strongly related to characteristics of the students, particularly race and achievement, than to salary, although salary exerts a modest impact once compensating differentials are taken into account.

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Why Public Schools Lose Teachers

Empirical analysis of peer effects on student achievement has been open to question because of the difficulties of separating peer effects from other confounding influences. While most econometric attention has been directed at issues of simultaneous determination of peer interactions, we argue that issues of omitted and mismeasured variables are likely to be more important. We control for the most important determinants of achievement that will confound peer estimates by removing student and school-by-grade fixed effects in addition to observable family and school characteristics. The analysis also addresses the reciprocal nature of peer interactions and the interpretation of estimates based upon models using past achievement as the measure of peer group quality. The results indicate that peer achievement has a positive effect on achievement growth. Moreover, students throughout the school test score distribution appear to benefit from higher achieving schoolmates. On the other hand, the variance in achievement appears to have no systematic effect. Copyright © 2003 John Wiley & Sons, Ltd.

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John F. Kain

Papers

Teachers, Schools, and Academic Achievement

Teachers, Schools, and Academic Achievement

Housing Segregation, Negro Employment, and Metropolitan Decentralization

Why Public Schools Lose Teachers

Does Peer Ability Affect Student Achievement