Teachers and Student Achievement in the Chicago Public High Schools
We estimate the importance of teachers in Chicago public high schools using matched student-teacher administrative data. A one standard deviation, one semester improvement in math teacher quality raises student math scores by 0.13 grade equivalents or, over 1 year, roughly one-fifth of average yearly gains. Estimates are relatively stable over time, reasonably impervious to a variety of conditioning variables, and do not appear to be driven by classroom sorting or selective score reporting. Also, teacher quality is particularly important for lower-ability students. Finally, traditional human capital measures—including those determining compensation—explain little of the variation in estimated quality.
Year of publication: |
2007
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Authors: | Aaronson, Daniel ; Barrow, Lisa ; Sander, William |
Published in: |
Journal of Labor Economics. - University of Chicago Press. - Vol. 25.2007, p. 95-135
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Publisher: |
University of Chicago Press |
Saved in:
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