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Is the Persistence of Teacher Effects in Early Grades Larger for Lower-Performing Students?

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Author Info

  • Konstantopoulos, Spyros

    ()
    (Michigan State University)

  • Sun, Min

    ()
    (Virginia Polytechnic University)

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    Abstract

    We examined the persistence of teacher effects from grade to grade on lower-performing students using high-quality experimental data from Project STAR, where students and teachers were assigned randomly to classrooms of different sizes. The data included information about mathematics and reading scores and student demographics such as gender, race, and SES. Teacher effects were computed as residual classroom achievement within schools and within grades. Then, teacher effects were used as predictors of achievement in following grades and quantile regression was used to estimate their persistence. Results consistently indicated that all students benefited similarly from teachers. Overall, systematic differential teacher effects were not observed and it appears that lower-performing students benefit as much as other students from teachers. In fourth grade there was some evidence that lower-performing students benefit more from effective teachers. Results from longitudinal analyses suggested that having effective teachers in successive grades is beneficial to all students and to lower-performing students in particular in mathematics. However, having low-effective teachers in successive grades is detrimental to all students and to lower-performing students in particular in reading.

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    Bibliographic Info

    Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 5974.

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    Length: 49 pages
    Date of creation: Sep 2011
    Date of revision:
    Publication status: published in: American Journal of Education, 2012, 118 (3), 309-339
    Handle: RePEc:iza:izadps:dp5974

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    Keywords: low-achievers; quantile regression; teacher effects;

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    13. Moshe Buchinsky, 1998. "Recent Advances in Quantile Regression Models: A Practical Guideline for Empirical Research," Journal of Human Resources, University of Wisconsin Press, vol. 33(1), pages 88-126.
    14. Meyer, Robert H., 1997. "Value-added indicators of school performance: A primer," Economics of Education Review, Elsevier, Elsevier, vol. 16(3), pages 283-301, June.
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    Cited by:
    1. Oliveira, Pedro Rodrigues de & Belluzzo, Walter & Pazello, Elaine Toldo, 2013. "The public–private test score gap in Brazil," Economics of Education Review, Elsevier, Elsevier, vol. 35(C), pages 120-133.

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