Lost in Translation? Teacher Training and Outcomes in High School Economics Classes
AbstractUsing 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.
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Bibliographic InfoPaper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 6402.
Length: 32 pages
Date of creation: Mar 2012
Date of revision:
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Find related papers by JEL classification:
- A21 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Pre-college
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2012-03-21 (All new papers)
- NEP-EDU-2012-03-21 (Education)
- NEP-LAB-2012-03-21 (Labour Economics)
- NEP-URE-2012-03-21 (Urban & Real Estate Economics)
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.:
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