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How Long Do Teacher Effects Persist?

  • Konstantopoulos, Spyros


    (Michigan State University)

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    Previous findings from experimental and non-experimental studies have demonstrated that teachers differ in their effectiveness. In addition, evidence from non-experimental studies has indicated that teacher effects can last up to five years. This study used high-quality data from a four-year randomized experiment in which teachers and students were randomly assigned to classes to examine whether teacher effects on student achievement persist over time. Teacher effects are defined as teacher specific residuals adjusted for student and treatment effects. Findings indicate that the teacher effects are cumulative and observed not only in the current or the following grade, but they endure up to three years in early elementary grades. The findings also suggest that teacher effects are important and their additive effects on student achievement are as large as the additive effects of small classes. Finally, teacher effects are larger in reading than in mathematics.

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    Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 2893.

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    Length: 32 pages
    Date of creation: Jun 2007
    Date of revision:
    Publication status: published in: Teachers College Record, 2011, 113 (7), 1541-1565
    Handle: RePEc:iza:izadps:dp2893
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    1. Meyer, Robert H., 1997. "Value-added indicators of school performance: A primer," Economics of Education Review, Elsevier, vol. 16(3), pages 283-301, June.
    2. repec:oup:qjecon:v:114:y:1999:i:2:p:497-532 is not listed on IDEAS
    3. Dan D. Goldhaber & Dominic J. Brewer, 1997. "Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity," Journal of Human Resources, University of Wisconsin Press, vol. 32(3), pages 505-523.
    4. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September.
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