Do teachers matter? Measuring the variation in teacher effectiveness in England
AbstractUsing a unique primary dataset for the UK, we estimate the effect of individual teachers on student outcomes, and the variability in teacher quality. This links over 7000 pupils to the individual teachers who taught them, in each of their compulsory subjects in the high-stakes exams at age 16. We use point-in-time fixed effects and prior attainment to control for pupil heterogeneity. We find considerable variability in teacher effectiveness, a little higher than the estimates found in the few US studies. We also corroborate recent findings that observed teachers’ characteristics explain very little of the differences in estimated effectiveness.
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Bibliographic InfoPaper provided by Department of Economics, University of Bristol, UK in its series The Centre for Market and Public Organisation with number 09/212.
Length: 14 pages
Date of creation: Jan 2009
Date of revision:
education; test scores; teacher effectiveness;
Other versions of this item:
- Helen Slater & Neil M. Davies & Simon Burgess, 2012. "Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 74(5), pages 629-645, October.
- I20 - Health, Education, and Welfare - - Education - - - General
This paper has been announced in the following NEP Reports:
- NEP-ALL-2009-04-25 (All new papers)
- NEP-EDU-2009-04-25 (Education)
- NEP-LAB-2009-04-25 (Labour Economics)
- NEP-URE-2009-04-25 (Urban & Real Estate Economics)
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.:
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