Which teaching practices improve student performance on high-stakes exams? Evidence from Russia
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
|Date of creation:||2013|
|Publication status:||Published in WP BRP Series: Education / EDU, October 2013, pages 1-23|
|Contact details of provider:|| Postal: Myasnitskaya 20, Moscow 101000|
Web page: http://www.hse.ru/
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Van Klaveren, Chris, 2011.
"Lecturing style teaching and student performance,"
Economics of Education Review,
Elsevier, vol. 30(4), pages 729-739, August.
- Van Klaveren, C., 2010. "Lecturing Style Teaching and Student Performance," Working Papers 29, Top Institute for Evidence Based Education Research.
- 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).
- Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects," NBER Working Papers 13617, National Bureau of Economic Research, Inc.
- Schwerdt, Guido & Wuppermann, Amelie C., 2011. "Is traditional teaching really all that bad? A within-student between-subject approach," Economics of Education Review, Elsevier, vol. 30(2), pages 365-379, April.
- 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.
- Schwerdt, Guido & Wuppermann, Amelie C., 2011. "Is traditional teaching really all that bad? A within-student between-subject approach," Munich Reprints in Economics 19919, University of Munich, Department of Economics.
- 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.
- Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
- Thomas S. Dee, 2005. "Teachers and the Gender Gaps in Student Achievement," NBER Working Papers 11660, National Bureau of Economic Research, Inc.
- 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.
- 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.
- 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.
- 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.
- Thomas S. Dee & Sarah R. Cohodes, 2008. "Out-of-Field Teachers and Student Achievement," Public Finance Review, , vol. 36(1), pages 7-32, January.
- Bishop, J., 1997. "The Effect of national Standards and Curriculum-Based Exams on Achievement," Papers 97-01, Cornell - Center for Advanced Human Resource Studies. Full references (including those not matched with items on IDEAS)
When requesting a correction, please mention this item's handle: RePEc:hig:wpaper:13edu2013. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Shamil Abdulaev)or (Victoria Elkina)
If references are entirely missing, you can add them using this form.