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Teachers, Schools, and Academic Achievement

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  • Eric A. Hanushek
  • John F. Kain
  • Steven G. Rivkin

Abstract

Considerable controversy surrounds the impact of schools and teachers on the achievement of students. This paper disentangles the separate factors influencing achievement with special attention given to the role of teacher differences and other aspects of schools. Unique matched panel data from the Harvard/UTD Texas Schools Project permit distinguishing between total effects and the impact of specific, measured components of teachers and schools. While schools are seen to have powerful effects on achievement differences, these effects appear to derive most importantly from variations in teacher quality. A lower bound suggests that variations in teacher quality account for at least 7« percent of the total variation in student achievement, and there are reasons to believe that the true percentage is considerably larger. The subsequent analysis estimates educational production functions based on models of achievement growth with individual fixed effects. It identifies a few systematic factors a negative impact of initial years of teaching and a positive effect of smaller class sizes for low income children in earlier grades but these effects are very small relative to the effects of overall teacher quality differences.

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Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 6691.

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Date of creation: Aug 1998
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Handle: RePEc:nbr:nberwo:6691

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References

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  1. Alan B. Krueger, 1997. "Experimental Estimates of Education Production Functions," NBER Working Papers 6051, National Bureau of Economic Research, Inc.
  2. Michael Boozer & Cecilia Rouse, 1995. "Intraschool Variation in Class Size: Patterns and Implications," NBER Working Papers 5144, National Bureau of Economic Research, Inc.
  3. John F. Kain & Kraig Singleton, 1996. "Equality of education opportunity revisited," New England Economic Review, Federal Reserve Bank of Boston, issue May, pages 87-114.
  4. Michael Boozer & Cecilia Rouse, 1995. "Intraschool Variation in Class Size: Patterns and Implications," Working Papers 723, Princeton University, Department of Economics, Industrial Relations Section..
  5. Caroline M. Hoxby, 1998. "The Effects of Class Size and Composition on Student Achievement: New Evidence from Natural Population Variation," NBER Working Papers 6869, National Bureau of Economic Research, Inc.
  6. David Card & Alan Krueger, 1996. "Labor Market Effects of School Quality: Theory and Evidence," Working Papers 736, Princeton University, Department of Economics, Industrial Relations Section..
  7. Eric A. Hanushek, 1979. "Conceptual and Empirical Issues in the Estimation of Educational Production Functions," Journal of Human Resources, University of Wisconsin Press, vol. 14(3), pages 351-388.
  8. Boozer, M. & Rouse, C., 1995. "Intraschool Variation in Class Size: Patterns and Implications," Papers 728, Yale - Economic Growth Center.
  9. repec:fth:prinin:344 is not listed on IDEAS
  10. A. W. Coats, 1996. "Introduction," History of Political Economy, Duke University Press, vol. 28(5), pages 3-11, Supplemen.
  11. repec:fth:prinin:379 is not listed on IDEAS
  12. Eric A. Hanushek & Steven G. Rivkin, 1997. "Understanding the Twentieth-Century Growth in U.S. School Spending," Journal of Human Resources, University of Wisconsin Press, vol. 32(1), pages 35-68.
  13. Charles M. Tiebout, 1956. "A Pure Theory of Local Expenditures," Journal of Political Economy, University of Chicago Press, vol. 64, pages 416.
  14. Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule To Estimate The Effect Of Class Size On Scholastic Achievement," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 533-575, May.
  15. repec:fth:prinin:357 is not listed on IDEAS
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  1. Getting Serious About Education: Why Can We Measure Students But Not Teachers?
    by Scott Andes in the progressive fix on 2010-07-28 14:50:12
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