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The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation

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  • Metzler, Johannes

    ()
    (University of Munich)

  • Woessmann, Ludger

    ()
    (Ifo Institute for Economic Research)

Abstract

Teachers differ greatly in how much they teach their students, but little is known about which teacher attributes account for this. We estimate the causal effect of teacher subject knowledge on student achievement using within-teacher within-student variation, exploiting a unique Peruvian 6th-grade dataset that tested both students and their teachers in two subjects. We circumvent omitted-variable and selection biases using student and teacher fixed effects and observing teachers teaching both subjects in one-classroom-per-grade schools. After measurement-error correction, one standard deviation in subject-specific teacher achievement increases student achievement by about 10 percent of a standard deviation.

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Bibliographic Info

Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 4999.

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Length: 36 pages
Date of creation: Jun 2010
Date of revision:
Publication status: published in: Journal of Development Economics, 2012, 99 (2), 486 - 496
Handle: RePEc:iza:izadps:dp4999

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Keywords: student achievement; teacher knowledge; Peru;

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References

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Citations

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Cited by:
  1. Johannes Metzler & Ludger Woessmann, 2010. "The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation," CESifo Working Paper Series 3111, CESifo Group Munich.
  2. Santiago Levy & Norbert Schady, 2013. "Latin America's Social Policy Challenge: Education, Social Insurance, Redistribution," Journal of Economic Perspectives, American Economic Association, American Economic Association, vol. 27(2), pages 193-218, Spring.
  3. Martin Schlotter & Guido Schwerdt & Ludger Woessmann, 2009. "Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide," CESifo Working Paper Series 2877, CESifo Group Munich.
  4. Alejandro Ganimian & Mariana Alfonso & Ana Santiago, 2013. "Calling Their Bluff: Expressed and Revealed Preferences of Top College Graduates Entering Teaching in Argentina," IDB Publications 82302, Inter-American Development Bank.
  5. Sushmita Nalini Das, 2014. "Do "Child-Friendly" Practices affect Learning? Evidence from Rural India," DoQSS Working Papers, Department of Quantitative Social Science - Institute of Education, University of London 14-03, Department of Quantitative Social Science - Institute of Education, University of London.
  6. Torberg Falch & Marte Rønning, 2011. "Homework assignment and student achievement in OECD countries," Working Paper Series, Department of Economics, Norwegian University of Science and Technology 11411, Department of Economics, Norwegian University of Science and Technology.
  7. Marchionni, Mariana & Vazquez, Emmanuel & Pinto, Florencia, 2012. "Desigualdad educativa en la Argentina. Análisis en base a los datos PISA 2009
    [Education Inequality in Argentina. An analysis based on PISA 2009 data]
    ," MPRA Paper 56420, University Library of Munich, Germany.
  8. Marchionni, Mariana & Pinto, Florencia & Vazquez, Emmanuel, 2013. "Determinantes de la desigualdad en el desempeño educativo en la Argentina
    [Determinants of the inequality in PISA test scores in Argentina]
    ," MPRA Paper 56421, University Library of Munich, Germany.
  9. Sonja Fagernäs & Panu Pelkonen, 2011. "Whether to Hire Local Contract Teachers? Trade-off Between Skills and Preferences in India," Working Paper Series 1811, Department of Economics, University of Sussex.
  10. Tessa Bold & Jakob Svensson, 2013. "Policies and Institutions for Effective Service Delivery: The Need of a Microeconomic and Micropolitical Approach," Journal of African Economies, Centre for the Study of African Economies (CSAE), Centre for the Study of African Economies (CSAE), vol. 22(suppl_2), pages -ii38, August.
  11. Rosangela Bando & Xia Li, 2014. "The Effect of In-Service Teacher Training on Student Learning of English as a Second Language," IDB Publications 86173, Inter-American Development Bank.
  12. Marc Piopiunik & Martin Schlotter, 2012. "Identifying the Incidence of "Grading on a Curve":A Within-Student Across-Subject Approach," Ifo Working Paper Series Ifo Working Paper No. 121, Ifo Institute for Economic Research at the University of Munich.

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