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Secondary School Teacher Effects on Student Achievement in Australian Schools

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  • Chris Ryan

    (Melbourne Institute: Applied Economic and Social Research, the University of Melbourne)

Abstract

This study finds that approaching 10% of the variation in high school student achievement is explained by teacher effects in Australia. It uses data from the 2011 Trends in Mathematics and Science Study (TIMSS) sample of Australian Year 8 students to estimate achievement in mathematics and science with student fixed effects, calculating teacher effects as part of this estimation. Like results in other studies, these teacher effects do not appear to be strongly related to observed teacher characteristics, despite attempts to account for the composition of the classes teachers face. Nor are the teacher effects related to self-assessments of how well prepared teachers view themselves as being able to teach the content of the TIMSS tests.

Suggested Citation

  • Chris Ryan, 2017. "Secondary School Teacher Effects on Student Achievement in Australian Schools," Melbourne Institute Working Paper Series wp2017n11, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
    • Handle: RePEc:iae:iaewps:wp2017n11
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    File URL: http://melbourneinstitute.unimelb.edu.au/__data/assets/pdf_file/0009/2343465/wp2017n11.pdf
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    References listed on IDEAS

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    1. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
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    3. Helen Slater & Neil M. Davies & Simon Burgess, 2012. "Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 74(5), pages 629-645, October.
    4. Leigh, Andrew, 2010. "Estimating teacher effectiveness from two-year changes in students' test scores," Economics of Education Review, Elsevier, vol. 29(3), pages 480-488, June.
    5. Thomas S. Dee, 2007. "Teachers and the Gender Gaps in Student Achievement," Journal of Human Resources, University of Wisconsin Press, vol. 42(3).
    6. Christopher Jepsen & Steven Rivkin, 2002. "What is the Tradeoff Between Smaller Classes and Teacher Quality?," NBER Working Papers 9205, National Bureau of Economic Research, Inc.
    7. Koedel, Cory & Mihaly, Kata & Rockoff, Jonah E., 2015. "Value-added modeling: A review," Economics of Education Review, Elsevier, vol. 47(C), pages 180-195.
    8. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," Journal of Human Resources, University of Wisconsin Press, vol. 41(4).
    9. 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).
    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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    Cited by:

    1. Nicole Black & Sonja C. de New, 2020. "Short, Heavy and Underrated? Teacher Assessment Biases by Children's Body Size," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 82(5), pages 961-987, October.

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    More about this item

    Keywords

    Teacher effects; teacher characteristics; class composition;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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