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Teacher characteristics and student performance: evidence from random teacher-student assignments in China
Huang, Wei; Li, Teng; Pan, Yinghao; Ren, Jinyang - 2021
This paper investigates the impacts of teacher characteristics on student performance using a nationally representative and randomly assigned teacher-student sample in China. We find that having a more experienced or female homeroom teacher (HRT) with additional classroom management duties...
Persistent link: https://www.econbiz.de/10012486433
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Drivers of student performance : evidence from higher secondary public schools in Delhi
Goel, Deepti; Barooah, Bidisha - 2018
We examine the role of teachers and students in the formation of test scores at the higher secondary level (grade 12) in public schools in Delhi, India. Using the value added approach, we find substantial variation in teacher and student quality within schools: over the period spanning grades 11...
Persistent link: https://www.econbiz.de/10011881486
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Does the precision and stability of value-added estimates of teacher performance depend on the types of students they serve?
Stacy, Brian; Guarino, Cassandra; Reckase, Mark D.; … - 2013
This paper investigates how the precision and stability of a teacher's value-added estimate relates to the characteristics of the teacher's students. Using a large administrative data set and a variety of teacher value-added estimators, it finds that the stability over time of teacher...
Persistent link: https://www.econbiz.de/10010201321
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Teacher pay and student performance : evidence from the Gambian hardship allowance
Pugatch, Todd; Schroeder, Elizabeth - 2014
We evaluate the impact of the Gambian hardship allowance, which provides a salary premium of 30-40% to primary school …
Persistent link: https://www.econbiz.de/10010434576
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The importance of school systems : evidence from international differences in student achievement
Woessmann, Ludger - 2016
all due to differences in what students bring with them to school – socio-economic background, cultural factors, and the … like? Or do school systems make a difference? This essay argues that differences in features of countries' school systems … factors of the school system, as well as factors beyond the school system, account for cross-country achievement differences …
Persistent link: https://www.econbiz.de/10011493943
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The long-run effects of consequential school accountability
Mansfield, Jonathan; Slichter, David - 2021
The rise of high-stakes accountability programs was one of the most noticeable changes in the U.S. education system during the 1990s and early 2000s. We measure the impact of these programs on students' long-run outcomes. We find that exposure to accountability modestly but detectably increased...
Persistent link: https://www.econbiz.de/10012583504
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Teacher assessments versus standardized tests : is acting "girly" an advantage?
Di Liberto, Adriana; Casula, Laura - 2016
that Italian students receive during the school year. Using data for all sixth graders, descriptives show that in both …
Persistent link: https://www.econbiz.de/10011596008
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Do teachers' college majors affect students' academic achievement in the sciences? : a cross-subfields analysis with student-teacher fixed effects
Inoue, Atsushi; Tanaka, Ryūichi - 2022
-student variation across subfields in natural science (i.e., physics, chemistry, biology, and Earth science). Using middle-school …
Persistent link: https://www.econbiz.de/10013163502
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Making the grade : the effect of teacher grading standards on student outcomes
Gershenson, Seth; Holt, Stephen B.; Tyner, Adam - 2022
characteristics and levels of ability, students' relative rank within the classroom, and school context. High teacher grading …
Persistent link: https://www.econbiz.de/10013373119
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Integrating minorities in the classroom : the role of students, parents, and teachers
Gendre, Alexandra de; Karbownik, Krzysztof; Salamanca, … - 2024
We develop a multi-agent model of the education production function where investments of students, parents, and teachers are linked to the presence of minorities in the classroom. We then test the key implications of this model using rich survey data and a mandate to randomly assign students to...
Persistent link: https://www.econbiz.de/10014527176