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

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Author Info

  • 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)

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    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.

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    Bibliographic Info

    Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 6402.

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    Length: 32 pages
    Date of creation: Mar 2012
    Date of revision:
    Handle: RePEc:iza:izadps:dp6402

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    Related research

    Keywords: high school economics; teacher training;

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    1. Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, vol. 25, pages 95-135.
    2. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2011. "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood," NBER Working Papers 17699, National Bureau of Economic Research, Inc.
    3. Daniel Aaronson & Katherine Meckel, 2009. "How will baby boomer retirements affect teacher labor markets?," Economic Perspectives, Federal Reserve Bank of Chicago, issue Q IV, pages 2-15.
    4. Donald Boyd & Hamilton Lankford & Susanna Loeb & Jonah Rockoff & James Wyckoff, 2008. "The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High-Poverty Schools," NBER Working Papers 14021, National Bureau of Economic Research, Inc.
    5. Jesse Rothstein, 2010. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," The Quarterly Journal of Economics, MIT Press, vol. 125(1), pages 175-214, February.
    6. Roger B. Butters & Carlos J. Asarta, 2011. "A Survey of Economic Understanding in U.S. High Schools," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(2), pages 200-205, April.
    7. Thomas J. Kane & Eric S. Taylor & John H. Tyler & Amy L. Wooten, 2010. "Identifying Effective Classroom Practices Using Student Achievement Data," NBER Working Papers 15803, National Bureau of Economic Research, Inc.
    8. Christopher Clark & Benjamin Scafidi & John R. Swinton, 2011. "Do Peers Influence Achievement in High School Economics? Evidence from Georgia's Economics End of Course Test," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(1), pages 3-18, January.
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