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One Size Fits All? The Effects of Teacher Cognitive and Non-Cognitive Abilities on Student Achievement

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Author Info
Grönqvist, Erik
Vlachos, Jonas

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Abstract

Teachers are increasingly being drawn from the lower parts of the general ability distribution, but it is not clear how this affects student achievement. We track the position of entering teachers in population-wide cognitive and non-cognitive ability distributions using school grades and draft records from Swedish registers. The impact on student achievement caused by the position of teachers in these ability distributions is estimated using matched student-teacher data. On average, teachers' cognitive and non-cognitive social interactive abilities do not have a positive effect on student performance. However, social interactive ability turns out to be important for low aptitude students, whilst the reverse holds for cognitive abilities. In fact, while high performing students benefit from high cognitive teachers, being matched to such a teacher can even be detrimental to their lower performing peers. Hence, the lower abilities among teachers may hurt some students, whereas others may even benefit. High cognitive and non-cognitive abilities thus need not necessarily translate into teacher quality. Instead, these heterogeneities highlight the importance of the student-teacher matching process.

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Paper provided by C.E.P.R. Discussion Papers in its series CEPR Discussion Papers with number 7086.

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Date of creation: Dec 2008
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Handle: RePEc:cpr:ceprdp:7086

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Related research
Keywords: Cognitive and non-cognitive ability; Student achievement; Teacher quality;

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Find related papers by JEL classification:
H4 - Public Economics - - Publicly Provided Goods
I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
J4 - Labor and Demographic Economics - - Particular Labor Markets

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