Teacher characteristics and student performance in India: A pupil fixed effects approach
This paper exploits unique data that permits the matching of students` test scores in different subjects to the teachers that teach those subjects. Within-pupil (across-subject, rather than across-time) variation is used to examine whether the characteristics of different subject teachers are related to a students` marks across subjects. There are four main contributions. Firstly the findings, using a credible methodology for identification, give only modest grounds for optimism about the effects of teacher policies. A teacher`s possession of Masters level qualification and pre-service training have well identified but small effects on student achievement. While a teacher`s union membership strongly reduces pupil achievement, union membership is typically not a policy variable. The bulk of the variation in student achievement is a school fixed effect and observed school characteristics explain less than 30% of this fixed effect. The second main contribution of the paper is to highlight the importance of `controlling for` the non-random matching of students to schools and teachers. The finding that within-pupil effects of many teacher variables differ very significantly from the across school effects indicates that much of the extant achievement production function literature - which perforce relies on across school estimation - leads to incorrect inferences because it confounds the effect of unobserved school and pupil heterogeneity with the effect of teacher characteristics. This underlines the importance of finding credible sources of within school and preferably within-student variation in future research. Thirdly, the paper showcases the use of an across-subject estimator of the achievement production function which is similar to the more familiar panel data approach but which circumvents the problem of non-random attrition of students/teachers over time and the problem of non-random matching of students to teachers, and which permits the identification of teacher effects in cross-section data that are readily available. Finally, a school fixed effects equation of teacher pay shows that while teacher compensation is efficient in some respects, i.e. teachers are rewarded for characteristics that raise student achievement, it is not so in other respects. In particular, union membership is substantially rewarded when in fact it is associated with signficantly lower student achievement, raising the question whether teachers` right to unionize pits teacher interests against student interests.
|Date of creation:||01 Nov 2006|
|Date of revision:|
|Contact details of provider:|| Postal: |
Web page: http://www.economics.ox.ac.uk/
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.:
- Daniel Aaronson & Lisa Barrow & William Sander, 2002.
"Teachers and student achievement in the Chicago public high schools,"
Working Paper Series
WP-02-28, Federal Reserve Bank of Chicago.
- Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, vol. 25, pages 95-135.
- Eric A. Hanushek, 2002.
"The Failure of Input-based Schooling Policies,"
NBER Working Papers
9040, National Bureau of Economic Research, Inc.
- Michael Kremer, 2003. "Randomized Evaluations of Educational Programs in Developing Countries: Some Lessons," American Economic Review, American Economic Association, vol. 93(2), pages 102-106, May.
- Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule To Estimate The Effect Of Class Size On Scholastic Achievement," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 533-575, May.
- Alan B. Krueger, 2000.
"Economic Considerations and class size,"
975, Princeton University, Woodrow Wilson School of Public and International Affairs, Center for Research on Child Wellbeing..
- Alan B. Krueger, 1997.
"Experimental Estimates of Education Production Functions,"
NBER Working Papers
6051, National Bureau of Economic Research, Inc.
- Alan B. Krueger, 1999. "Experimental Estimates Of Education Production Functions," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 497-532, May.
- Alan Krueger, 1997. "Experimental Estimates of Education Production Functions," Working Papers 758, Princeton University, Department of Economics, Industrial Relations Section..
- Joshua D. Angrist, 2004. "American Education Research Changes Tack," Oxford Review of Economic Policy, Oxford University Press, vol. 20(2), pages 198-212, Summer.
- Michael Kremer & Nauman Ilias & Paul Glewwe, 2003.
Natural Field Experiments
00257, The Field Experiments Website.
- Victor Lavy, 2009.
"Performance Pay and Teachers' Effort, Productivity, and Grading Ethics,"
American Economic Review,
American Economic Association, vol. 99(5), pages 1979-2011, December.
- Victor Lavy, 2004. "Performance Pay and Teachers' Effort, Productivity and Grading Ethics," NBER Working Papers 10622, National Bureau of Economic Research, Inc.
- 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).
- Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," NBER Working Papers 11936, National Bureau of Economic Research, Inc.
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 1999. "Do Higher Salaries Buy Better Teachers?," NBER Working Papers 7082, National Bureau of Economic Research, Inc.
- Thomas S. Dee, 2005. "A Teacher Like Me: Does Race, Ethnicity, or Gender Matter?," American Economic Review, American Economic Association, vol. 95(2), pages 158-165, May.
- Victor Lavy, 2002. "Evaluating the Effect of Teachers' Group Performance Incentives on Pupil Achievement," Journal of Political Economy, University of Chicago Press, vol. 110(6), pages 1286-1317, December.
When requesting a correction, please mention this item's handle: RePEc:oxf:wpaper:gprg-wps-059. 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: (Caroline Wise)
If references are entirely missing, you can add them using this form.