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Do Tests Applied to Teachers Predict their Effectiveness?

Author

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  • Cruz-Aguayo, Yyannu
  • Ibarrarán, Pablo
  • Schady, Norbert

Abstract

Teachers vary considerably in their effectiveness, but identifying teacher characteristics that predict their impact on learning outcomes has been elusive. We analyze a teacher evaluation that is used to make teacher tenure decisions in Ecuador. The evaluation includes a written test, a demonstration class, and a points system that gives higher scores to teachers with more experience, degrees, and in-service training. We find no evidence that children taught by teachers with higher scores on the evaluation learn more. Our estimates are very precise: We can rule out that teachers with one-standard deviation higher evaluation scores raise child test scores in math by 0.03 standard deviations or more, and language scores by 0.02 standard deviations or more. We conclude that the effort that is being placed by policy-makers in Latin America to design and “improve” teacher tests is unlikely to result in large improvements in child learning.

Suggested Citation

  • Cruz-Aguayo, Yyannu & Ibarrarán, Pablo & Schady, Norbert, 2017. "Do Tests Applied to Teachers Predict their Effectiveness?," IDB Publications (Working Papers) 8445, Inter-American Development Bank.
    • Handle: RePEc:idb:brikps:8445
    DOI: http://dx.doi.org/10.18235/0000763
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    Cited by:

    1. World Bank, 2023. "Making Teacher Policy Work," World Bank Publications - Reports 40579, The World Bank Group.
    2. Busso, Matias & Montaño, Sebastián & Muñoz-Morales, Juan & Pope, Nolan G., 2024. "The unintended consequences of merit-based teacher selection: Evidence from a large-scale reform in Colombia," Journal of Public Economics, Elsevier, vol. 239(C).
    3. Brutti, Zelda & Sánchez Torres, Fabio, 2022. "Turning around teacher quality in Latin America: Renewed confidence and lessons from Colombia," Economic Analysis and Policy, Elsevier, vol. 73(C), pages 62-93.
    4. Evans, David K. & Yuan, Fei & Filmer, Deon, 2022. "Teacher pay in Africa: Evidence from 15 countries," World Development, Elsevier, vol. 155(C).
    5. Araujo P., Maria Daniela & Heineck, Guido & Cruz Aguayo, Yyannú, 2020. "Does test-based teacher recruitment work in the developing world? Experimental evidence from Ecuador," BERG Working Paper Series 165, Bamberg University, Bamberg Economic Research Group.
    6. Filmer,Deon P. & Nahata,Vatsal & Sabarwal,Shwetlena, 2021. "Preparation, Practice, and Beliefs : A Machine Learning Approach to Understanding Teacher Effectiveness," Policy Research Working Paper Series 9847, The World Bank.
    7. Henriques, C.O. & Chavez, J.M. & Gouveia, M.C. & Marcenaro-Gutierrez, O.D., 2022. "Efficiency of secondary schools in Ecuador: A value based DEA approach," Socio-Economic Planning Sciences, Elsevier, vol. 82(PA).
    8. Lee Crawfurd & Todd Pugatch, 2020. "Teacher Labor Markets in Developing Countries," Working Papers 546, Center for Global Development.
    9. Escribano, Rosario & Treviño, Ernesto & Nussbaum, Miguel & Torres Irribarra, David & Carrasco, Diego, 2020. "How much does the quality of teaching vary at under-performing schools? Evidence from classroom observations in Chile," International Journal of Educational Development, Elsevier, vol. 72(C).

    More about this item

    Keywords

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    JEL classification:

    • I25 - Health, Education, and Welfare - - Education - - - Education and Economic Development
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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