Spyros Konstantopoulos () (Northwestern University and IZA)
Abstract
Previous findings from experimental and non-experimental studies have demonstrated that teachers differ in their effectiveness. In addition, evidence from non-experimental studies has indicated that teacher effects can last up to five years. This study used high-quality data from a four-year randomized experiment in which teachers and students were randomly assigned to classes to examine whether teacher effects on student achievement persist over time. Teacher effects are defined as teacher specific residuals adjusted for student and treatment effects. Findings indicate that the teacher effects are cumulative and observed not only in the current or the following grade, but they endure up to three years in early elementary grades. The findings also suggest that teacher effects are important and their additive effects on student achievement are as large as the additive effects of small classes. Finally, teacher effects are larger in reading than in mathematics.
Download Info
To download:
If you experience problems downloading a file, check if you have the
proper application to
view it first. Information about this may be contained
in the File-Format links below. In case of further problems read
the IDEAS help
file. Note that these files are not on the IDEAS
site. Please be patient as the files may be large.
Publisher Info
Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number
2893.
References listed on IDEAS 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.: