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Skills, Job Tasks, and Productivity in Teaching: Evidence from a Randomized Trial of Instruction Practices

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  • Eric S. Taylor

Abstract

I study how teachers' assigned job tasks--the practices they are asked to use in the classroom--affect the returns to math skills in teacher productivity. The results demonstrate the importance of distinguishing between workers' skills and job tasks. I examine a randomized trial of different approaches to teaching math, each codified in a set of day-to-day tasks. Teachers were tested to measure their math skills. Teacher productivity--measured by student test scores--is increasing in math skills when teachers use conventional "direct instruction": explaining and modeling rules and procedures. The relationship is weaker, perhaps negative, for newer "student-led" methods.

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  • Eric S. Taylor, 2018. "Skills, Job Tasks, and Productivity in Teaching: Evidence from a Randomized Trial of Instruction Practices," Journal of Labor Economics, University of Chicago Press, vol. 36(3), pages 711-742.
    • Handle: RePEc:ucp:jlabec:doi:10.1086/696144
    DOI: 10.1086/696144
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    Cited by:

    1. Buurman, Margaretha & Delfgaauw, Josse & Dur, Robert & Zoutenbier, Robin, 2020. "When do teachers respond to student feedback? Evidence from a field experiment," Labour Economics, Elsevier, vol. 65(C).
    2. Hinrichs, Peter, 2021. "What kind of teachers are schools looking for? Evidence from a randomized field experiment," Journal of Economic Behavior & Organization, Elsevier, vol. 186(C), pages 395-411.
    3. Esteban M. Aucejo & Patrick Coate & Jane Cooley Fruehwirth & Sean Kelly & Zachary Mozenter, 2018. "Teacher effectiveness and classroom composition," CEP Discussion Papers dp1574, Centre for Economic Performance, LSE.
    4. Jacob, Brian A. & Rockoff, Jonah E. & Taylor, Eric S. & Lindy, Benjamin & Rosen, Rachel, 2018. "Teacher applicant hiring and teacher performance: Evidence from DC public schools," Journal of Public Economics, Elsevier, vol. 166(C), pages 81-97.

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