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Drivers of Student Performance: Evidence from Higher Secondary Public Schools in Delhi

Author

Listed:
  • Deepti Goel

    (Department of Economics, Delhi School of Economics)

  • Bidisha Barooah

    (Evaluation specialist at International Initiative for Impact Evaluation (3ie))

Abstract

We examine the role of teachers and students in the formation of test scores at the higher secondary level (grade 12) in public schools in Delhi, India. Using the value added approach, we find substantial variation in teacher and student quality within schools over the period spanning grades 11 and 12, being taught by a one standard deviation better than average teacher raises test scores by 0.373 standard deviation and being a one standard deviation better than average student raises it by 0.799 standard deviation. Being permanent (tenured) positively predicts teacher effectiveness, while educational qualifications, training, experience and personality traits have no predictive power. Relative to families where only fathers earn, those where both parents earn negatively predict student effectiveness, while religion, caste and parents’ education have no predictive power.

Suggested Citation

  • Deepti Goel & Bidisha Barooah, 2018. "Drivers of Student Performance: Evidence from Higher Secondary Public Schools in Delhi," Working papers 289, Centre for Development Economics, Delhi School of Economics.
    • Handle: RePEc:cde:cdewps:289
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    More about this item

    Keywords

    Value added; Test scores; Teacher quality; Student quality; India;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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