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Teacher-associated expenditures and student achievement

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  • Melvin Borland
  • Roy Howsen

Abstract

Inconsistent evidence exists within the economics of education research literature with respect to the relationship between teacher salary and student performance. This paper shows that such inconsistency of results could be attributed to simultaneous equation bias and model misspecification. Using alternative model specifications, alternative implications are suggested. Where additional relevant variables such as a measure of cognitive skills and a measure of the degree of market competition are included and where the statistical model reflects relevant theoretical considerations, evidence of a positive and significant relationship between teacher-associated expenditures and student academic achievement does not exist.

Suggested Citation

  • Melvin Borland & Roy Howsen, 1996. "Teacher-associated expenditures and student achievement," Applied Economics Letters, Taylor & Francis Journals, vol. 3(9), pages 591-593.
    • Handle: RePEc:taf:apeclt:v:3:y:1996:i:9:p:591-593
    DOI: 10.1080/135048596356023
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    References listed on IDEAS

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    1. Borland, Melvin V. & Howsen, Roy M, 1992. "Student academic achievement and the degree of market concentration in education," Economics of Education Review, Elsevier, vol. 11(1), pages 31-39, March.
    2. Caroline Minter Hoxby, 1994. "Do Private Schools Provide Competition for Public Schools?," NBER Working Papers 4978, National Bureau of Economic Research, Inc.
    3. Borland, Melvin V. & Howsen, Roy M., 1993. "On the determination of the critical level of market concentration in education," Economics of Education Review, Elsevier, vol. 12(2), pages 165-169, June.
    4. Sander, William, 1993. "Expenditures and student achievement in Illinois : New evidence," Journal of Public Economics, Elsevier, vol. 52(3), pages 403-416, October.
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