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How Long Do Teacher Effects Persist?

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Author Info
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.

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File URL: ftp://repec.iza.org/RePEc/Discussionpaper/dp2893.pdf
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Publisher Info
Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 2893.

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Length: 32 pages
Date of creation: Jun 2007
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Handle: RePEc:iza:izadps:dp2893

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Related research
Keywords: teacher effects experimental data multi-level models

Find related papers by JEL classification:
I2 - Health, Education, and Welfare - - Education

This paper has been announced in the following NEP Reports:

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  1. Meyer, Robert H., 1997. "Value-added indicators of school performance: A primer," Economics of Education Review, Elsevier, vol. 16(3), pages 283-301, June. [Downloadable!] (restricted)
  2. Alan B. Krueger, 1999. "Experimental Estimates Of Education Production Functions," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 497-532, May. [Downloadable!] (restricted)
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  3. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September. [Downloadable!] (restricted)
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