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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 sizes. The analysis is motivated by the...
Persistent link: https://www.econbiz.de/10011056141
Improving the quality of instruction is a central component to virtually all proposals to raise school quality. Unfortunately, policy recommendations often ignore existing evidence about teacher labor markets and the determinants of teacher effectiveness in the classroom. This chapter reviews...
Persistent link: https://www.econbiz.de/10014023719
An extensive literature finds that while teachers vary considerably in initial quality there are limited teacher quality dynamics: except for the first few years of teaching, teacher quality does not improve over the course of a teacher's career. This study evaluates the importance of various...
Persistent link: https://www.econbiz.de/10010636472
It has become commonplace to measure teacher quality in terms of teacher value-added. Operationally, this means evaluating teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of...
Persistent link: https://www.econbiz.de/10010604250
Among the many sorting functions provided by institutions of higher education, there is a geographic dimension. During the years spent as students and residents of local communities, students develop specific networks and contacts, and perhaps their tastes change as well. After graduation, these...
Persistent link: https://www.econbiz.de/10005391304
Pupil mobility between schools is something to be encouraged if it facilitates the efficient matching of pupils to provision, but discouraged if turnover imposes costs on other pupils through disruption in teaching and learning. With this in mind, we consider the externalities imposed by...
Persistent link: https://www.econbiz.de/10011056105
Persistent link: https://www.econbiz.de/10011846096
Improving the quality of instruction is a central component to virtually all proposals to raise school quality. Unfortunately, policy recommendations often ignore existing evidence about teacher labor markets and the determinants of teacher effectiveness in the classroom. This chapter reviews...
Persistent link: https://www.econbiz.de/10005457176
Persistent link: https://www.econbiz.de/10009720976
Persistent link: https://www.econbiz.de/10012520665