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Lost in Translation? Teacher Training and Outcomes in High School Economics Classes

Author

Listed:
  • Valletta, Robert G.

    (Federal Reserve Bank of San Francisco)

  • Hoff, K. Jody

    (Federal Reserve Bank of San Francisco)

  • Lopus, Jane S.

    (California State University, East Bay)

Abstract

Using data on 24 teachers and 982 students from a 2006 survey of California high school economics classes, we assess the effects of student and teacher characteristics on student achievement. We estimate value-added models of outcomes on multiple choice and essay exams, with matched classroom pairs for each teacher enabling random effects and fixed-effects estimation. Students' own and peer GPAs and their attitudes towards economics have the largest effects on value-added scores. We also find a substantial impact of specialized teacher experience and college-level coursework in economics, although the effects of the latter are positive for the multiple choice test and negative for the essay test.

Suggested Citation

  • Valletta, Robert G. & Hoff, K. Jody & Lopus, Jane S., 2012. "Lost in Translation? Teacher Training and Outcomes in High School Economics Classes," IZA Discussion Papers 6402, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp6402
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    More about this item

    Keywords

    high school economics; teacher training;

    JEL classification:

    • A21 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Pre-college
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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