Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers
AbstractUsing longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we further show that a teacher’s students have larger achievement gains in math and reading when she has more effective colleagues (based on estimated value-added from an out-of-sample pre-period). Spillovers are strongest for less-experienced teachers and persist over time, and historical peer quality explains away about twenty percent of the own-teacher effect, results that suggest peer learning.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 15202.
Date of creation: Aug 2009
Date of revision:
Note: ED LS
Contact details of provider:
Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.
Web page: http://www.nber.org
More information through EDIRC
Other versions of this item:
- C. Kirabo Jackson & Elias Bruegmann, 2009. "Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers," American Economic Journal: Applied Economics, American Economic Association, vol. 1(4), pages 85-108, October.
- I2 - Health, Education, and Welfare - - Education
- J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
This paper has been announced in the following NEP Reports:
- NEP-ALL-2009-08-02 (All new papers)
- NEP-EDU-2009-08-02 (Education)
- NEP-LAB-2009-08-02 (Labour Economics)
- NEP-URE-2009-08-02 (Urban & Real Estate Economics)
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
- Thomas Cornelissen & Christian Dustmann & Uta Schönberg, 2013.
"Peer Effects in the Workplace,"
CESifo Working Paper Series
4398, CESifo Group Munich.
- Goldhaber, Dan & Walch, Joe, 2012. "Strategic pay reform: A student outcomes-based evaluation of Denver's ProComp teacher pay initiative," Economics of Education Review, Elsevier, vol. 31(6), pages 1067-1083.
- Jain, Tarun & Narayan, Tulika, 2009. "Incentive to discriminate? An experimental investigation of teacher incentives in India," MPRA Paper 18672, University Library of Munich, Germany.
- C. Kirabo Jackson, 2011.
"School Competition and Teacher Labor Markets: Evidence from Charter School Entry in North Carolina,"
NBER Working Papers
17225, National Bureau of Economic Research, Inc.
- Jackson, C. Kirabo, 2012. "School competition and teacher labor markets: Evidence from charter school entry in North Carolina," Journal of Public Economics, Elsevier, vol. 96(5), pages 431-448.
- Rebecca Allen & Jay Allnutt, 2013. "Matched panel data estimates of the impact of Teach First on school and departmental performance," DoQSS Working Papers 13-11, Department of Quantitative Social Science - Institute of Education, University of London.
- Rebitzer, James B. & Taylor, Lowell J., 2010.
"Extrinsic Rewards and Intrinsic Motives: Standard and Behavioral Approaches to Agency and Labor Markets,"
IZA Discussion Papers
5058, Institute for the Study of Labor (IZA).
- Rebitzer, James B. & Taylor, Lowell J., 2011. "Extrinsic Rewards and Intrinsic Motives: Standard and Behavioral Approaches to Agency and Labor Markets," Handbook of Labor Economics, Elsevier.
- James B. Rebitzer & Lowell J. Taylor, 2010. "Extrinsic Rewards and Intrinsic Motives: Standard and Behavioral Approaches To Agency and Labor Markets," Economics Working Paper Archive wp_607, Levy Economics Institute, The.
- Sass, Tim R. & Hannaway, Jane & Xu, Zeyu & Figlio, David N. & Feng, Li, 2012. "Value added of teachers in high-poverty schools and lower poverty schools," Journal of Urban Economics, Elsevier, vol. 72(2), pages 104-122.
- C. Kirabo Jackson, 2012. "Teacher Quality at the High-School Level: The Importance of Accounting for Tracks," NBER Working Papers 17722, National Bureau of Economic Research, Inc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ().
If references are entirely missing, you can add them using this form.