Are School Counselors a Cost-Effective Education Input?
While much is known about the effects of class size and teacher quality on achievement, there is little evidence on whether policymakers can improve education by utilizing non-instructional resources. We exploit plausibly exogenous within-school variation in counselors and find that one additional counselor increases boysâ€™ reading and math achievement by over one percentile point, and reduces misbehavior of both boys and girls. Estimates imply the marginal counselor has the same impact on overall achievement as increasing the quality of every teacher in the school by nearly one-third of a standard deviation, and is twice as effective as reducing class size by hiring an additional teacher.
|Date of creation:||Jun 2010|
|Date of revision:||Jan 2011|
|Contact details of provider:|| Postal: |
Web page: http://www.econ.pitt.edu/
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.:
- Jepsen, Christopher, 2005. "Teacher characteristics and student achievement: evidence from teacher surveys," Journal of Urban Economics, Elsevier, vol. 57(2), pages 302-319, March.
- Scott E. Carrell & Mark L. Hoekstra, 2008.
"Externalities in the Classroom: How Children Exposed to Domestic Violence Affect Everyone's Kids,"
NBER Working Papers
14246, National Bureau of Economic Research, Inc.
- Scott E. Carrell & Mark L. Hoekstra, 2010. "Externalities in the Classroom: How Children Exposed to Domestic Violence Affect Everyone's Kids," American Economic Journal: Applied Economics, American Economic Association, vol. 2(1), pages 211-28, January.
- Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005.
"Teachers, Schools, and Academic Achievement,"
Econometric Society, vol. 73(2), pages 417-458, 03.
- 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 B. Krueger, 1997. "Experimental Estimates of Education Production Functions," NBER Working Papers 6051, National Bureau of Economic Research, Inc.
- Alan Krueger, 1997. "Experimental Estimates of Education Production Functions," Working Papers 758, Princeton University, Department of Economics, Industrial Relations Section..
- Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008.
"What does certification tell us about teacher effectiveness? Evidence from New York City,"
Economics of Education Review,
Elsevier, vol. 27(6), pages 615-631, December.
- Thomas J. Kane & Jonah E. Rockoff & Douglas O. Staiger, 2006. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City," NBER Working Papers 12155, National Bureau of Economic Research, Inc.
- Carrell Scott E & Carrell Susan A, 2006. "Do Lower Student to Counselor Ratios Reduce School Disciplinary Problems?," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 5(1), pages 1-26, April.
- Buddin, Richard & Zamarro, Gema, 2009. "Teacher qualifications and student achievement in urban elementary schools," Journal of Urban Economics, Elsevier, vol. 66(2), pages 103-115, September.
- repec:ucn:oapubs:10197/4445 is not listed on IDEAS
- Anna Aizer, 2008. "Peer Effects and Human Capital Accumulation: the Externalities of ADD," NBER Working Papers 14354, National Bureau of Economic Research, Inc.
- Urquiola, Miguel, 2001. "Identifying class size effects in developing countries : evidence from rural schools in Bolivia," Policy Research Working Paper Series 2711, The World Bank.
- 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.
- Thomas J. Kane & Douglas O. Staiger, 2008. "Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation," NBER Working Papers 14607, National Bureau of Economic Research, Inc.
- Babcock, Philip & Betts, Julian R., 2009.
"Reduced-class distinctions: Effort, ability, and the education production function,"
Journal of Urban Economics,
Elsevier, vol. 65(3), pages 314-322, May.
- Philip Babcock & Julian R. Betts, 2009. "Reduced-Class Distinctions: Effort, Ability, and the Education Production Function," NBER Working Papers 14777, National Bureau of Economic Research, Inc.
- Cory Koedel, 2007.
"Teacher Quality and Dropout Outcomes in a Large, Urban School District,"
0713, Department of Economics, University of Missouri.
- Koedel, Cory, 2008. "Teacher quality and dropout outcomes in a large, urban school district," Journal of Urban Economics, Elsevier, vol. 64(3), pages 560-572, November.
- Victor Lavy & M. Daniele Paserman & Analia Schlosser, 2008. "Inside the Black of Box of Ability Peer Effects: Evidence from Variation in the Proportion of Low Achievers in the Classroom," NBER Working Papers 14415, National Bureau of Economic Research, Inc.
- Eric A. Hanushek & EJohn F. Kain & Steven G. Rivkin, 2004.
"Why Public Schools Lose Teachers,"
Journal of Human Resources,
University of Wisconsin Press, vol. 39(2).
When requesting a correction, please mention this item's handle: RePEc:pit:wpaper:396. 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: (Alistair Wilson)
If references are entirely missing, you can add them using this form.