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Lost In Translation? Teacher Training And Outcomes In High School Economics Classes

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Listed:
  • ROBERT G. VALLETTA
  • K. JODY HOFF
  • JANE S. LOPUS

Abstract

type="main" xml:lang="en"> Using data from a 2006 survey of California high school economics classes, we assess the effects of 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. The results show a substantial impact of specialized teacher experience and college-level coursework in economics. However, the latter is associated with higher scores on the multiple-choice test and lower scores on the essay test, suggesting that a portion of teachers' content knowledge may be “lost in translation” when conveyed to their students. (JEL A21, I21)

Suggested Citation

  • Robert G. Valletta & K. Jody Hoff & Jane S. Lopus, 2014. "Lost In Translation? Teacher Training And Outcomes In High School Economics Classes," Contemporary Economic Policy, Western Economic Association International, vol. 32(4), pages 695-709, October.
    • Handle: RePEc:bla:coecpo:v:32:y:2014:i:4:p:695-709
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    More about this item

    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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