Estimating teacher effectiveness from two-year changes in students' test scores
AbstractUsing a dataset covering over 10,000 Australian school teachers and over 90,000 pupils, I estimate how effective teachers are in raising students' test scores. Since the exams are biennial, it is necessary to take account of the teacher's work in the intervening year. Even adjusting for measurement error, the teacher fixed effects are widely dispersed, and there is a strong positive correlation between a teacher's gains in literacy and numeracy. Teacher fixed effects show a significant association with some, though not all, observable teacher characteristics. Experience has the strongest impact, particularly in the early years of a teacher's career. Female teachers do better at teaching literacy. Teachers with a master's degree or some other form of further qualification do not appear to achieve significantly larger test score gains. Overall, teacher characteristics found in the departmental payroll database explain only a small fraction of the variance in teacher performance.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Bibliographic InfoArticle provided by Elsevier in its journal Economics of Education Review.
Volume (Year): 29 (2010)
Issue (Month): 3 (June)
Contact details of provider:
Web page: http://www.elsevier.com/locate/econedurev
Educational economics Educational finance Efficiency Productivity;
Other versions of this item:
- Andrew Leigh, 2009. "Estimating Teacher Effectiveness From Two-Year Changes in Students’ Test Scores," CEPR Discussion Papers 619, Centre for Economic Policy Research, Research School of Economics, Australian National University.
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
- C23 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Models with Panel Data; Spatio-temporal Models
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Murnane, Richard J & Willett, John B & Levy, Frank, 1995.
"The Growing Importance of Cognitive Skills in Wage Determination,"
The Review of Economics and Statistics,
MIT Press, vol. 77(2), pages 251-66, May.
- Richard J. Murnane & John B. Willett & Frank Levy, 1995. "The Growing Importance of Cognitive Skills in Wage Determination," NBER Working Papers 5076, National Bureau of Economic Research, Inc.
- Andrew Leigh & Chris Ryan, 2008.
"How and Why Has Teacher Quality Changed in Australia?,"
Australian Economic Review,
The University of Melbourne, Melbourne Institute of Applied Economic and Social Research, vol. 41(2), pages 141-159, 06.
- Andrew Leigh & Chris Ryan, 2006. "How and Why has Teacher Quality Changed in Australia?," CEPR Discussion Papers 534, Centre for Economic Policy Research, Research School of Economics, Australian National University.
- Andrew Leigh & Xiaodong Gong, 2009.
"Estimating cognitive gaps between Indigenous and non-Indigenous Australians,"
Taylor & Francis Journals, vol. 17(2), pages 239-261.
- Andrew Leigh & Xiaodong Gong, 2008. "Estimating Cognitive Gaps Between Indigenous and Non-Indigenous Australians," CEPR Discussion Papers 578, Centre for Economic Policy Research, Research School of Economics, Australian National University.
- Abowd, J.M. & Kramarz, F. & Margolis, D.N., 1995.
"High-Wage Workers and High-Wage Firms,"
Cahiers de recherche
9503, Centre interuniversitaire de recherche en économie quantitative, CIREQ.
- John M. Abowd & Francis Kramarz & David N. Margolis, 1994. "High-Wage Workers and High-Wage Firms," CIRANO Working Papers 94s-23, CIRANO.
- John M. Abowd & Francis Kramarz & David N. Margolis, 1994. "High Wage Workers and High Wage Firms," NBER Working Papers 4917, National Bureau of Economic Research, Inc.
- Abowd, J.M. & Kramarz, F. & Margolis, D.N., 1995. "High-Wage Workers and High-Wage Firms," Cahiers de recherche 9503, Universite de Montreal, Departement de sciences economiques.
- Thomas Cornelissen, 2008. "The Stata command felsdvreg to fit a linear model with two high-dimensional fixed effects," Stata Journal, StataCorp LP, vol. 8(2), pages 170-189, June.
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 1998.
"Teachers, Schools, and Academic Achievement,"
NBER Working Papers
6691, National Bureau of Economic Research, Inc.
- Steve Bradley & Mirko Draca & Colin Green & Gareth Leeves, 2007. "The magnitude of educational disadvantage of indigenous minority groups in Australia," Journal of Population Economics, Springer, vol. 20(3), pages 547-569, July.
- Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
- Eric A. Hanushek & Margaret E. Raymond, 2002. "Improving educational quality: how best to evaluate our schools," Conference Series ; [Proceedings], Federal Reserve Bank of Boston, vol. 47(Jun), pages 193-247.
- Caroline M. Hoxby, 2000. "The Effects Of Class Size On Student Achievement: New Evidence From Population Variation," The Quarterly Journal of Economics, MIT Press, vol. 115(4), pages 1239-1285, November.
- Daniel Aaronson & Lisa Barrow & William Sander, 2002.
"Teachers and student achievement in the Chicago public high schools,"
Working Paper Series
WP-02-28, Federal Reserve Bank of Chicago.
- Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, vol. 25, pages 95-135.
- Hanushek, Eric A. & Rivkin, Steven G., 2006. "Teacher Quality," Handbook of the Economics of Education, Elsevier.
- Leigh, Andrew, 2012. "Teacher pay and teacher aptitude," Economics of Education Review, Elsevier, vol. 31(3), pages 41-53.
- Christopher Jepsen & Steven Rivkin, 2009. "Class Size Reduction and Student Achievement: The Potential Tradeoff between Teacher Quality and Class Size," Journal of Human Resources, University of Wisconsin Press, vol. 44(1).
- Thomas J. Kane & Douglas O. Staiger, 2008. "Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation," NBER Working Papers 14607, National Bureau of Economic Research, Inc.
- Coelli, Michael & Green, David A., 2012. "Leadership effects: school principals and student outcomes," Economics of Education Review, Elsevier, vol. 31(1), pages 92-109.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Zhang, Lei).
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.