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Professor Qualities and Student Achievement

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  • Florian Hoffmann

    (Department of Economics, University of Toronto)

  • Philip Oreopoulos

    (Department of Economics, University of Toronto)

Abstract

This paper analyzes the importance of teacher quality at the college level. Instructors are matched to objective and subjective characteristics of teacher quality to estimate the impact of rank, salary, and perceived effectiveness on student performance and subject interest. Student and course fixed effects, time of day and week controls, and students' lack of knowledge about first-year instructors help minimize selection biases. Subjective teacher evaluations perform well in measuring instructor influences on students, while objective characteristics such as rank and salary do not. Overall, the importance of college instructor differences is small, but important outliers exist. Copyright by the President and Fellows of Harvard College and the Massachusetts Institute of Technology.

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Bibliographic Info

Article provided by MIT Press in its journal The Review of Economics and Statistics.

Volume (Year): 91 (2009)
Issue (Month): 1 (February)
Pages: 83-92

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Handle: RePEc:tpr:restat:v:91:y:2009:i:1:p:83-92

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References

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  1. David Card & Alan Krueger, 1996. "School Resources and Student Outcomes: An Overview of the Literature and New Evidence from North and South Carolina," Working Papers, Princeton University, Department of Economics, Industrial Relations Section. 745, Princeton University, Department of Economics, Industrial Relations Section..
  2. Card, David & Krueger, Alan B, 1992. "Does School Quality Matter? Returns to Education and the Characteristics of Public Schools in the United States," Journal of Political Economy, University of Chicago Press, University of Chicago Press, vol. 100(1), pages 1-40, February.
  3. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, American Economic Association, vol. 94(2), pages 247-252, May.
  4. Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008. "What does certification tell us about teacher effectiveness? Evidence from New York City," Economics of Education Review, Elsevier, Elsevier, vol. 27(6), pages 615-631, December.
  5. Heckman, James J, 1979. "Sample Selection Bias as a Specification Error," Econometrica, Econometric Society, Econometric Society, vol. 47(1), pages 153-61, January.
  6. Ronald G. Ehrenberg & Liang Zhang, 2004. "Do Tenured and Tenure-Track Faculty Matter?," NBER Working Papers 10695, National Bureau of Economic Research, Inc.
  7. 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, University of Chicago Press, vol. 25, pages 95-135.
  8. Brian A. Jacob & Lars Lefgren, 2005. "Principals as Agents: Subjective Performance Measurement in Education," NBER Working Papers 11463, National Bureau of Economic Research, Inc.
  9. George J. Borjas, 2000. "Foreign-Born Teaching Assistants and the Academic Performance of Undergraduates," American Economic Review, American Economic Association, American Economic Association, vol. 90(2), pages 355-359, May.
  10. repec:fth:prinin:366 is not listed on IDEAS
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Cited by:
  1. Fabian Waldinger, 2010. "Quality matters: the expulsion of professors and Ph.D. student outcomes in Nazi Germany," LSE Research Online Documents on Economics, London School of Economics and Political Science, LSE Library 28737, London School of Economics and Political Science, LSE Library.
  2. Scott E. Carrell & Marianne E. Page & James E. West, 2010. "Sex and Science: How Professor Gender Perpetuates the Gender Gap," The Quarterly Journal of Economics, MIT Press, MIT Press, vol. 125(3), pages 1101-1144, August.
  3. Maria, De Paola, 2008. "Does Teacher Quality Affect Student Performance? Evidence from an Italian University," MPRA Paper 8841, University Library of Munich, Germany.
  4. Bandiera, Oriana & Larcinese, Valentino & Rasul, Imran, 2009. "Heterogeneous Class Size Effects: New Evidence from a Panel of University Students," IZA Discussion Papers 4496, Institute for the Study of Labor (IZA).
  5. Rezende, Marcelo, 2010. "The effects of accountability on higher education," Economics of Education Review, Elsevier, Elsevier, vol. 29(5), pages 842-856, October.
  6. Fuchs-Schündeln, Nicola & Masella, Paolo, 2013. "Long-Lasting Effects of Socialist Education," Annual Conference 2013 (Duesseldorf): Competition Policy and Regulation in a Global Economic Order, Verein für Socialpolitik / German Economic Association 79865, Verein für Socialpolitik / German Economic Association.
  7. Chang Da Wan & Roland K. Cheo, 2012. "Determinants of Malaysian and Singaporean Economics Undergraduates' Academic Performance," International Review of Economic Education, Economics Network, University of Bristol, Economics Network, University of Bristol, vol. 11(2), pages 7-27.
  8. Alexei G. Orlov & John Roufagalas, 2012. "Performance Determinants in Undergraduate Economics Classes: The Effect of Cognitive Reflection," International Review of Economic Education, Economics Network, University of Bristol, Economics Network, University of Bristol, vol. 11(2), pages 28-45.
  9. Ortega, Daniel E., 2010. "The effect of wage compression and alternative labor market opportunities on teacher quality in Venezuela," Economics of Education Review, Elsevier, Elsevier, vol. 29(5), pages 760-771, October.
  10. Bruce A. Weinberg & Belton M. Fleisher & Masanori Hashimoto, 2007. "Evaluating Methods for Evaluating Instruction: The Case of Higher Education," NBER Working Papers 12844, National Bureau of Economic Research, Inc.
  11. De Witte, Kristof & Rogge, Nicky, 2011. "Accounting for exogenous influences in performance evaluations of teachers," Economics of Education Review, Elsevier, Elsevier, vol. 30(4), pages 641-653, August.
  12. Louis-Philippe Morin, 2010. "Estimating the Benefit of High School for College-Bound Students," Working Papers, University of Ottawa, Department of Economics 1002E, University of Ottawa, Department of Economics.
  13. Mai Seki, 2013. "Heterogeneous Returns to U.S. College Selectivity and the Value of Graduate Degree Attainment," Working Papers, Bank of Canada 13-46, Bank of Canada.

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