Teachers are among the most important school-provided determinants of student success. Effective teachers improve students' test scores as well as their attendance, behavior, and earnings as adults. However, students do not enjoy equal access to effective teachers. This article reviews some of...

We study the dynamics of the quantity and quality of teachers in the framework of dynamic general equilibrium OLG model. The quantity and quality are jointly set by a government agency wishing to maximize the quality of basic education per student while being bound by teachers’ collective...

We analyze teacher experience as a moderating factor for the effect of class size reduction on student achievement in the early grades using data from the Tennessee STAR experiment with random assignment of teachers and students to classes of different size. The analysis is motivated by the high...

This paper aims to understand how corruption responds to financial incentives and, in particular, it is an attempt to identify the causal impact of a wage loss on the prevalence of corruption in the education sector. Specifically, we exploit the unexpected wage cut in May 2010 that affected all...

This article investigates the biases involved in estimating the effects of teacher attributes on school’s performance. The study was performed for Chilean educational system, where student distribution is differentiated by schools and teachers are not randomly assigned to them. Findings showed...

The 2001 No Child Left Behind Act (NCLB) increased accountability pressure in U.S. public schools by threatening to impose sanctions on Title-1 schools that failed to make Adequate Yearly Progress (AYP) in consecutive years. Difference-in-difference estimates of the effect of failing AYP in the...

We develop and estimate a joint model of the education and teacher-expectation production functions that identifies both the distribution of biases in teacher expectations and the impact of those biases on student outcomes via self-fulfilling prophecies. The identification strategy leverages...

Using the OECD-studies PIAAC and ALL, this paper shows that teachers on average have better literacy and numeracy skills than other respondents in almost all of the 15 countries in the samples. In most countries, teachers outperform others in the bottom percentiles, while in some countries they...

This paper analyzes gender bias in teaching in low-performing schools in Chile. To carry out the analyses, the authors used videotaped classes for fourth graders and coded 237 tapings. Results show a general (although not uniform) bias in teachers' actions that resulted in less attention to...

The 2001 No Child Left Behind Act (NCLB) increased accountability pressure in U.S. public schools by threatening to impose sanctions on Title 1 schools that failed to make adequate yearly progress (AYP) in consecutive years. Difference-in-difference estimates of the effect of failing AYP in the...