Journal ArticleDOI
The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data
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This paper found large and statistically significant differences among teachers: a one standard deviation increase in teacher quality raises reading and math test scores by approximately.20 and.24 standard deviations, respectively, on a nationally standardized scale.Abstract:
Teacher quality is widely believed to be important for education, despite little evidence that teachers' credentials matter for student achievement. To accurately measure variation in achievement due to teachers' characteristics-both observable and unobservable-it is essential to identify teacher fixed effects. Unlike previous studies, I use panel data to estimate teacher fixed effects while controlling for fixed student characteristics and classroom specific variables. I find large and statistically significant differences among teachers: a one standard deviation increase in teacher quality raises reading and math test scores by approximately .20 and .24 standard deviations, respectively, on a nationally standardized scale. In addition, teaching experience has statistically significant positive effects on reading test scores, controlling for fixed teacher quality.read more
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Are we legitimate yet
TL;DR: In this article, a causal comparative research design was employed to study the direct, indirect, and mediating relationships among principal leadership, teacher self-efficacy, and collective efficacy in schools.
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Teacher pay and teacher aptitude
TL;DR: This paper found that a 1 percent rise in the salary of a starting teacher boosts the average aptitude of students entering teacher education courses by 0.6 percentile ranks, with the effect being strongest for those at the median.
Holding Teacher Preparation Accountable: A Review of Claims and Evidence
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Constrained Job Matching: Does Teacher Job Search Harm Disadvantaged Urban Schools? NBER Working Paper No. 15816.
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Teacher effectiveness through self-efficacy, collaboration and principal leadership
TL;DR: In this article, the authors explored the relationship between teacher self-efficacy and teacher effectiveness and explored the role of collaboration among teachers and principal leadership in explaining the above relationship, which indicated that schools need to focus on enhancing selfefficacy of their teachers and give importance to teacher collaboration and principal leader in order to improve their effectiveness in terms of delivery of instruction, teacher-student interactions, and regulating student learning.
References
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Journal ArticleDOI
Identification of Endogenous Social Effects: The Reflection Problem
TL;DR: The authors examined the reflection problem that arises when a researcher observing the distribution of behaviour in a population tries to infer whether the average behaviour in some group influences the behaviour of the individuals that comprise the group.
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Teachers, Schools, and Academic Achievement
Eric A. Hanushek,Eric A. Hanushek,Eric A. Hanushek,John F. Kain,Steven G. Rivkin,Steven G. Rivkin +5 more
TL;DR: The authors disentangles the separate factors influencing achievement with special attention given to the role of teacher differences and other aspects of schools, and estimates educational production functions based on models of achievement growth with individual fixed effects.
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Managing with Style: The Effect of Managers on Firm Policies
TL;DR: In this paper, the authors investigate whether and how individual managers affect corporate behavior and performance and show that managers with higher performance effects receive higher compensation and are more likely to be found in better governed environments.
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The Economics of Schooling: Production and Efficiency in Public Schools.
TL;DR: In this article, the authors point out that public and professional 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.
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Experimental Estimates of Education Production Functions
TL;DR: This paper analyzed data on 11,600 students and their teachers who were randomly assigned to different size classes from kindergarten through third grade and found that performance on standardized tests increases by 4 percentile points the first year students attend small classes; the test score advantage of students in small classes expands by about one percentile point per year in subsequent years.