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Which teaching practices improve student performance on high-stakes exams? Evidence from Russia

  • Andrey Zakharov

    ()

    (National Research University Higher School of Economics. International Laboratory for Educational Policy Research. Deputy Head.)

  • Martin Carnoy

    ()

    (Stanford University. Vida Jacks Professor of Education.)

  • Prashant Loyalka

    ()

    (Stanford University. Freeman Spogli Institute for International Studies. Center Research Fellow.)

This study examines the relationship between teaching practices aimed at raising student performance on a high stakes college entrance examination—the Russian Unified State Exam (USE) — and student performance on that test. The study uses data from a school/classroom survey of almost 3,000 students conducted in 2010 in three Russian regions. The analysis employs a student fixed effects method that estimates the impact of teaching practices used by students’ mathematics and Russian language teachers on students’ exam results. To test for possible heterogeneous effects of practices in different academic tracks, the study estimates the practices’ effect on USE scores for students in advanced and basic level tracks. The study finds that the only strategy with positive effects on test outcomes is greater amounts of subject-specific homework geared to different types of test items, and that the most effective type of homework differs across tracks

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Paper provided by National Research University Higher School of Economics in its series HSE Working papers with number WP BRP 13/EDU/2013.

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Length: 23 pages
Date of creation: 2013
Date of revision:
Publication status: Published in WP BRP Series: Education / EDU, October 2013, pages 1-23
Handle: RePEc:hig:wpaper:13edu2013
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  1. Kukla-Acevedo, Sharon, 2009. "Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement," Economics of Education Review, Elsevier, vol. 28(1), pages 49-57, February.
  2. Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
  3. Van Klaveren, C., 2010. "Lecturing Style Teaching and Student Performance," Working Papers 29, Top Institute for Evidence Based Education Research.
  4. Guido Schwerdt & Amelie C. Wuppermann, 2009. "Is Traditional Teaching really all that Bad? A Within-Student Between-Subject Approach," CESifo Working Paper Series 2634, CESifo Group Munich.
  5. Monk, David H., 1994. "Subject area preparation of secondary mathematics and science teachers and student achievement," Economics of Education Review, Elsevier, vol. 13(2), pages 125-145, June.
  6. Bishop, J., 1997. "The Effect of national Standards and Curriculum-Based Exams on Achievement," Papers 97-01, Cornell - Center for Advanced Human Resource Studies.
  7. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2010. "Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects," Journal of Human Resources, University of Wisconsin Press, vol. 45(3).
  8. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
  9. Bonesronning, Hans & Falch, Torberg & Strom, Bjarne, 2005. "Teacher sorting, teacher quality, and student composition," European Economic Review, Elsevier, vol. 49(2), pages 457-483, February.
  10. Clotfelter, Charles T. & Ladd, Helen F. & Vigdor, Jacob L., 2007. "Teacher credentials and student achievement: Longitudinal analysis with student fixed effects," Economics of Education Review, Elsevier, vol. 26(6), pages 673-682, December.
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