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Tanári eredményesség és tanár-diák összepárosítás az általános iskolákban. Empirikus mintázatok három magyarországi tankerület adatai alapján
[Teacher effectiveness and teacher-student matching in elementary schools. Empirical patterns in three Hungarian school districts]

Author

Listed:
  • Hermann, Zoltán
  • Horváth, Hedvig

Abstract

A tanulmány egy új, Magyarországon egyedülálló adatbázisra épít, amely három tankerület nyolcadikos diákjainak kompetenciaeredményeit köti össze matematika- és magyartanáraikkal. A kapcsolás révén tanári eredményességet mérő, úgynevezett hozzáadottérték-modelleket becsülünk, majd ezeket felhasználva vizsgáljuk a tanár-diák párosítás mintázatait, vagyis azt, hogy különböző társadalmi helyzetű tanulók egyenlő eséllyel férnek-e hozzá magas hozzáadott értékű pedagógusokhoz. Azt találjuk, hogy a három tankerületben a tanári hozzáadott érték nagysága összhangban áll a nemzetközi irodalomban találtakkal: az átlagosnál egy szórásegységnyivel eredményesebb tanár az általános iskola utolsó két évében körülbelül 0,2 szórásegységnyivel növeli átlagosan a tanulók kompetenciateszt- pontszámát. Összességében, illetve iskolák között nem találunk kapcsolatot a diákok társadalmi helyzete és az őket tanító pedagógusok eredményessége között, iskolán belül azonban az átlagosan jobb családi hátterű osztályt magasabb hozzáadott értékű tanár fogja tanítani matematikából. Ez az eredmény felhívja a figyelmet az iskolák tantárgyfelosztási gyakorlatának fontosságára, amellyel csekély mértékben ugyan, de valamelyest lehetne enyhíteni a minőségi oktatáshoz való hozzáférés egyenlőtlenségein.* Journal of Economic Literature (JEL) kód: I21, I24.

Suggested Citation

  • Hermann, Zoltán & Horváth, Hedvig, 2022. "Tanári eredményesség és tanár-diák összepárosítás az általános iskolákban. Empirikus mintázatok három magyarországi tankerület adatai alapján [Teacher effectiveness and teacher-student matching in ," Közgazdasági Szemle (Economic Review - monthly of the Hungarian Academy of Sciences), Közgazdasági Szemle Alapítvány (Economic Review Foundation), vol. 0(11), pages 1377-1406.
    • Handle: RePEc:ksa:szemle:2086
    DOI: 10.18414/KSZ.2022.11.1377
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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